The DOI matches its Crossref record; 84 of the 84 references it cites were found in a registry or an index; none of the 86 sources its claims cite is checked for support yet.
Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83
Open accessAbstract
There are many theories that explain how adults learn and each has its own merits. This Guide explains and explores the more commonly used ones and how they can be used to enhance student and faculty learning. The Guide presents a model that combines many of the theories into a flow diagram which can be followed by anyone planning learning. The schema can be used at curriculum planning level, or at the level of individual learning. At each stage of the model, the Guide identifies the responsibilities of both learner and educator. The role of the institution is to ensure that the time and resources are available to allow effective learning to happen. The Guide is designed for those new to education, in the hope that it can unravel the difficulties in understanding and applying the common learning theories, whilst also creating opportunities for debate as to the best way they should be used.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
This AMEE Guide reviews major adult learning theories and proposes an integrated five-phase model for medical education that links learner and teacher responsibilities. It argues that no single theory fully explains adult learning and that theory should inform curriculum design, teaching, assessment, and institutional culture.
Key findings
- The guide clusters adult learning theories into instrumental, humanistic, transformative, social, motivational, and reflective categories, noting that each has strengths but is incomplete without the others.
- It proposes a five-stage learning cycle—dissonance, refinement, organisation, feedback, and consolidation—with specific roles for learners and teachers at each stage; the cycle can be entered at any point.
- It draws on Knowles’ six claimed differences between adult and child learners, Kolb’s experiential cycle, Bloom/Anderson’s taxonomy, Miller’s pyramid, the Johari Window, threshold concepts/liminality, and surface versus deep learning.
- It recommends that institutions align mission, vision, curriculum outcomes, teaching strategies, student assessment, and programme evaluation with adult learning theories, especially in clinical settings.
Methods
- Conceptual AMEE Guide and narrative review, not an empirical study; no sample, data collection, or statistical analysis is reported.
- The authors synthesize selected learning theories and their historical development from a broadly constructivist standpoint, then present an integrated model and practical implications for medical education.
Limitations
- The paper states that individual theories are incomplete on their own, that the Kolb-derived learning style inventory has poor reliability and validity, that self-directed learning may be more accurately directed self-learning and neglects social context, and that the andragogy/pedagogy distinction now seems artificial.
- The text makes evident that the proposed five-phase model is not empirically tested here, no learner outcomes are reported, and the guide is aimed at newcomers, so it may oversimplify overlapping theories.
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Claims the paper makes
75 Own interpretation · 59 Not checked yet · 13 No basis given · 1 Own result
In the paper
“The role of deliberate practice (Duvivier et al. 2011), using reflection and feedback as tools to develop both knowledge and skills is starting to provide very valuable insights for educators helping students develop autonomous learning.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Duvivier et al. 2011 source
hedgeddirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“Although it is often quoted, and easily understood, the learning style inventory developed from the Kolb cycle has poor reliability and validity (Coffield et al. 2004).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Andragogy and pedagogy: Knowles views and related learning models
What the sources say
- Not checked yetcites Coffield et al. 2004
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Learners with different learning preferences will have strengths in different quadrants of the (Kolb) cycle.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Andragogy and pedagogy: Knowles views and related learning models
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“The two elements that are crucial to social theories of learning are context and community (Choi & Hannafin 1995;Durning & Artino 2011).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Choi & Hannafin 1995
- Not checked yetcites Durning & Artino 2011
plaincorrelational- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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None of the sources cited for this claim have been checked yet.
In the paper
“Experiential learning has influenced adult education by making educators responsible for creating, facilitating access to and organising experiences in order to facilitate learning; both Bruner's (1966) discovery learning and Piaget's (1952) theory of cognitive development support this approach.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Bruner 1966
- Not checked yetcites Piaget 1952 source
plaindirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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In the paper
“We now know that context and social factors are crucial in professional education (Durning & Artino 2011).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Durning & Artino 2011
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is crucial that the learner thinks about the processes they have used, and the extent to which they were rigorous or appropriate in the use of the material; this is fundamental to learning.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Andragogy and pedagogy: Knowles views and related learning models
boosteddirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: passes — The paper’s conclusions depend on it.
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None of the sources cited for this claim have been checked yet.
In the paper
“One of the issues about learning is that a low expectation of success will result in poor motivation to learn, unless the perceived value of success is overwhelming.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Maslow 1954
- Not checked yetcites Peters 1966
plaindirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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In the paper
“When we see something new, attend a lecture, or talk with a patient, we compare what we are seeing with what we already know, and reflect upon the difference (reflection in action, (Scho ¨n 1983)).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Andragogy and pedagogy: Knowles views and related learning models
What the sources say
- Not checked yetcites Scho ¨n 1983
plaindirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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None of the sources cited for this claim have been checked yet.
In the paper
“Behavioural theories are the basis of many competency based curricula and training programmes (Thorndike 1911;Skinner 1954).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Thorndike 1911
- Not checked yetcites Skinner 1954
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is probably more appropriate to think in terms of a learning continuum, which stretches throughout life, with different emphases, problems and strategies at different times.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Introduction
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The distinction between adult and child learning is artificial, and andragogical principles apply equally to children.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“None of the individual theories fully explain what is happening when an aspiring health professional is engaged in learning.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Introduction
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“Its application in medical education is relevant because it focuses on developing competences and practising skills in specific context (behaviour in practice: Yardley et al. 2012).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Yardley et al. 2012 source
plaindirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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None of the sources cited for this claim have been checked yet.
In the paper
“Although it is axiomatic to adult learning, there are doubts about the extent to which self-directed learning, rather than directed self-learning is truly achievable (Norman 1999;Hoban et al. 2005).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Applying these theories usually results in learning that promotes standardisation of the outcome.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It follows that the more diverse a learning group's membership is, the more likely the individuals within the group are to learn.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“This is a state of liminality, and the learner needs to have some threshold concepts so that they can move further (Land et al. 2008;Meyer et al. 2010).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It also highlights to the learner where the gaps or uncertainties are in their knowledge.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Adult learning model ''expanded'':
plaindirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We propose that there are five stages in the learning experience, which the learner needs to go through.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > How adults learn: a multi-theories model
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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- Rests on an assumption: Any theoretical model that explains adult learning must include motivation and reflection.
None of the sources cited for this claim have been checked yet.
In the paper
“If the aim of the educational intervention is simply to present the learner with new knowledge, then surface learning is the most appropriate learning style.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
What the sources say
- Not checked yetcites Newble & Entwistle 1986
- Not checked yetcites Biggs et al. 2001 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“There is some evidence that problem-based learning students are better at self-regulation (Sungur & Tekkaya 2006), which includes the ability to construct meaning.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
What the sources say
- Not checked yetcites Sungur & Tekkaya 2006
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Learning and teaching approaches at the bedside are different from the operating room, emergency department or in the community (Durning & Artino 2011;Yardley et al. 2012).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning and teaching
What the sources say
- Not checked yetcites Durning & Artino 2011
- Not checked yetcites Yardley et al. 2012 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“This is a combination of feedback and discussion, and can lead to co-construction of knowledge (Belenky et al. 1997).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Feedback
What the sources say
- Not checked yetcites Belenky et al. 1997
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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None of the sources cited for this claim have been checked yet.
In the paper
“Curricula that use PBL (Taylor & Miflin 2008), Team based learning (TBL: Michaelsen et al. 2002) and Case-based learning (Ferguson & Kreiter 2007) are designed with this in mind”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
What the sources say
- Not checked yetcites Taylor & Miflin 2008
- Not checked yetcites Michaelsen et al. 2002
- Not checked yetcites Ferguson & Kreiter 2007
plaindirect- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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In the paper
“Perspective transformation theory (Mezirow 1978) is most appropriate for acquiring these competencies.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning and teaching
What the sources say
- Not checked yetcites Mezirow 1978 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It then becomes very difficult to determine whether true understanding (rather than simple recall) has been achieved.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > The organisation phase
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“Learning and thinking are social activities structured and influenced by the setting and tools available in a specific situation (Lave & Wenger 1991).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning and teaching
What the sources say
- Not checked yetcites Lave & Wenger 1991 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
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None of the sources cited for this claim have been checked yet.
In the paper
“This is also central to the self-determination theory (ten Cate et al. 2011;Kusurkar & ten Cate 2013).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
What the sources say
- Not checked yetcites ten Cate et al. 2011 source
- Not checked yetcites Kusurkar & ten Cate 2013
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
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None of the sources cited for this claim have been checked yet.
In the paper
“It is not the most appropriate learning style, though, if the learner is required to understand, or later elaborate on the knowledge (Newble & Entwistle 1986;Biggs et al. 2001).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
What the sources say
- Not checked yetcites Newble & Entwistle 1986
- Not checked yetcites Biggs et al. 2001 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Probably not a substantial claim. 101
- It may state two separate claims as one. 49
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“we have found that using them as a basis for discussion makes them more effective.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning and teaching
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Knowles (1988) supported this theory by popularising the concept of ''andragogy''.Although it explains the motivation to learn, its main limitation is the exclusion of context and the social mechanism of constructing meaning and knowledge.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Knowles 1988
plain- Asserted: passes — The authors put it forward as true.
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- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Proponents of the transformative learning approach consider that meaningful learning occurs when connections are made between new and existing information (Regan-Smith et al. 1994).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Andragogy and pedagogy: Knowles views and related learning models
What the sources say
- Not checked yetcites Regan-Smith et al. 1994 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Elaboration is linking in new knowledge with what we already know.It is important, however, that the linkages are precise rather than general (Stein et al. 1984).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Andragogy and pedagogy: Knowles views and related learning models
What the sources say
- Not checked yetcites Stein et al. 1984 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Self-directed learning suggests that adults can plan, conduct, and evaluate their own learning.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Premise reflection involves the critical re-examination of long held presuppositions (Brookfield 2000).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Brookfield 2000
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Experiential learning has been criticised for focusing essentially on developing individual knowledge and limiting the social context (Hart 1992).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Hart 1992
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The expectancy valence theory (Weiner 1992) incorporates the ''value'' of success and expectancy of success.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Weiner 1992
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The Chain of Response model concerns participation by adults in learning projects (Cross 1981).In this model three internal motivating factors are inter-related: self-evaluation, attitude of the learner about education and the importance of goals and expectations.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Cross 1981
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Cognitive learning theories focus learning in the mental and psychological processes of the mind, not on behaviour.They are concerned with perception and the processing of information (Piaget 1952;Bruner 1966;Ausubel 1968;Gagne et al. 1992).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Piaget 1952 source
- Not checked yetcites Bruner 1966
- Not checked yetcites Ausubel 1968
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“The process of perspective transformation includes (i) A disorienting dilemma which is the catalyst/trigger to review own views/perspectives -''knowing that you don't know'' (ii) The context, which includes personal, professional and social factors (iii) Critical reflection.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Mezirow 1990
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“In Kolb's scheme, the learner has a concrete experience, upon which they reflect.Through their reflection they are able to formulate abstract concepts, and make appropriate generalisations.They then consolidate their understanding by testing the implications of their knowledge in new situations.This then provides them with a concrete experience, and the cycle continues.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Andragogy and pedagogy: Knowles views and related learning models
What the sources say
- Not checked yetcites Kolb 1984
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In broad terms, theories of adult learning can be grouped into, or related to, several categories.There is quite a lot of overlap between the theories and the categories of theories, and here we give a simplified overview:”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
In the paper
“Motivation to learn ¼ Expectancy of success  Value of success:”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Weiner 1992
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“The theory recognises the importance of intrinsic motivation, and considers that three basic needs must be fulfilled to sustain it: Autonomy, Competence, and a feeling of belonging -or ''Relatedness''.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Transformative learning theory explores the way in which critical reflection can be used to challenge the learner's beliefs and assumptions (Mezirow 1978(Mezirow , 1990(Mezirow , 1995) )”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Mezirow 1978 source
- Not checked yetcites Mezirow 1990
- Not checked yetcites Mezirow 1995
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The main external barriers to motivation are life events and transitions, opportunities, and barriers to learning or obtaining information.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Cross 1981
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The reflection-change models consider that reflection leads to action and then change.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Reflective learning (Scho ¨n 1983(Scho ¨n , 1987) ) has important relevance to medical education, and more widely in society (Archer 2012).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
- Not checked yetcites Scho ¨n 1983
- Not checked yetcites Scho ¨n 1987
- Not checked yetcites Archer 2012 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“A limitation of the concept is failure to take into consideration the social context of learning.It has also implicitly underestimated the value of other forms of learning such as collaborative learning.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Of particular importance to those who follow a broadly constructivist line (but lacking in the original model), will be the prior experience/knowledge of the individual, and the dissonance between this and the concrete experience that is provided as the learning opportunity.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Andragogy and pedagogy: Knowles views and related learning models
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“These concepts have been developed by Etienne Wenger (Lave & Wenger 1991;Wenger 1998), who emphasises the importance of ''communities of practice'' in guiding and encouraging the learner.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Even this brief consideration of types of theory applicable to adult learning will lead one to realise that they each have their strengths, and are each incomplete without the others.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Categories of adult learning theories
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“Norman & Schmidt (1992) suggest that there are three main elements to this process: elaboration, refinement and finally restructuring.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Andragogy and pedagogy: Knowles views and related learning models
What the sources say
- Not checked yetcites Norman & Schmidt 1992
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The dissonance phase exists when the learner's existing knowledge is challenged and found to be incomplete.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Outline
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A moment's reflection will show that each can be an appropriate strategy.Sometimes deep understanding is needed, and sometimes it is enough to know ''the facts'' -the surface.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The feedback phase is arguably the most crucial, as it is where the learner articulates their newly acquired knowledge and tests it against what their peers and teachers believe.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Outline
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“So, if an assessment system tests for recall of facts, then the successful learner will employ surface learning.If the system rewards deep thought, understanding and reasoning, then the successful learner will aim for that.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The role of the teacher is to help the learner over the threshold, and, as discussed above, help them until it starts to make sense.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is important to know normal blood gas values or electrolyte levels and this surface learning triggers appropriate clinical action.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“A novice stands at the threshold, not quite knowing what to expect, and sometimes not even knowing what they are supposed to be looking at.This is a state of liminality, and the learner needs to have some threshold concepts so that they can move further (Land et al. 2008;Meyer et al. 2010).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
What the sources say
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Most commonly, these days scaffolding includes providing learners with a list of intended learning outcomes.It is important to remember that it also includes the induction that students receive when they enter the programme or a new clinical environment.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning outcomes and scaffolding from Bloom's taxonomy to Miller's pyramid
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It ends with the learner reflecting and determining their personal learning outcomes.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Outline
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, to sort out a patient with acidosis requires a deeper understanding of how the various physiological systems interact.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“They (Belenky et al., 1997) uncovered a group of ''silent'' learners, who did not recognise their own rights to question or construct knowledge.Belenky and colleagues also extended the scale beyond receiving and understanding knowledge, to being co-constructors of knowledge (Belenky et al. 1997).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
What the sources say
- Not checked yetcites Belenky et al. 1997
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“During the refinement phase, the learner seeks out a number of possible explanations or solutions to a problem (elaboration), and through completing tasks, research, reflection and discussion refines the new information into a series of concepts which are, for the learner, new.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Outline
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“But being able to do these things means that you have to acquire an understanding of where things fit.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The organisation phase is where the learner develops or restructures their ideas to account for the increased information they have acquired.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Outline
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Anderson's modifications indicate a belief that ''creating'' is a higher attribute than ''evaluating'', but they are also important in emphasising that the learner does things with knowledge.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning outcomes and scaffolding from Bloom's taxonomy to Miller's pyramid
What the sources say
- Not checked yetcites Anderson & Kratwohl 2001
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“During the consolidation phase the learner reflects upon the process they have undergone, looking back over the learning cycle and identifying what they have learned from it, both in terms of increasing their knowledge base, but also in terms of the learning process itself (reflection on action).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Outline
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In reality, the elements of the pyramid are arranged in a cycle.Evaluation leads to developing a new idea which is then applied, analysed, evaluated and so on.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning outcomes and scaffolding from Bloom's taxonomy to Miller's pyramid
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“Finally, restructuring is the development of new knowledge maps (schemata) which arguably allow one to become an expert or demonstrate expertise (Norman et al. 2006).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Andragogy and pedagogy: Knowles views and related learning models
What the sources say
- Not checked yetcites Norman et al. 2006
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“All learning starts with the learner's existing knowledge, which will be more or less sophisticated in any given domain (Figure 5).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Outline
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The entire learning process starts with what a learner already knows.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Adult learning model ''expanded'':
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“It does seem clear that some learners prefer to work towards a deep understanding of what they are learning; others prefer to acquire the facts, a term known as surface learning.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Together with this change in focus comes a greater confidence with coping with uncertainty.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
What the sources say
- Not checked yetcites Perry 1999
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There are two explanations for this paradox, one is that the learners tend towards more strategic learning styles in order to cope with the demands of the assessment system; the alternative explanation is rather more complex and relates to the business of becoming a new member of the profession.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This stage helps the learner anchor the new knowledge in what they already understand, and places them on the first stage of the learning cycle.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Adult learning model ''expanded'':
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“A more challenging condition applies in real life, when the relevance of information is often far from apparent.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The feedback will either reinforce their schema, or oblige the learner to reconsider it in the light of new information.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Outline
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The process of learning new things is not just about acquiring knowledge (surface learning), it includes being able to make sense of it, and hopefully making use of it.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The key to success as an educator is probably providing the advance organisers.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Adult learning model ''expanded'':
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“Learning outcomes can be further refined using Bloom's taxonomy (Bloom et al. 1956), which has been revised by several authors, including Anderson (Anderson & Kratwohl 2001).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning outcomes and scaffolding from Bloom's taxonomy to Miller's pyramid
What the sources say
- Not checked yetcites Bloom et al. 1956
- Not checked yetcites Anderson & Kratwohl 2001
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There are several things that influence whether the learner will engage with the dissonance phase.These include the nature of the task, the available resources, the motivation of the learner, and the learner's stage of development and their preferred learning style.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Outline
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Scaffolding includes programme level organisers, which are dependent on both the content and the context in which it is being learned.Programme organisers include the syllabus, lectures, planned experiential learning and reading lists.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning outcomes and scaffolding from Bloom's taxonomy to Miller's pyramid
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The model that we have given here shows that there are a number of ways in which applying the model can help in the design of learning activities, whether in one-to-one discussions, small group work, seminars or large lectures.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Adult learning model in action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Rests on an assumption: The proposed model can be applied at both individual learning and curriculum planning levels.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Recognising the different styles is important, as (most) lectures will appeal more to surface learners and extended project work will appeal more to deep learners.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We also need to be explicit that educator and learner have specific responsibilities at each stage of the learning process.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Adult learning model in action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Some subject material actually needs to be known and rapidly recalled (blood gas values, electrolyte levels), while other material needs to be deeply understood to allow appropriate interventions (coping with acid base disturbances, or circulatory shock).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The learner and the teacher will have particular responsibilities at each stage.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > How adults learn: a multi-theories model
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The ability to be strategic about the sort of learning we engage in is important.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Knowledge is the foundation of the pyramid -but not the pyramid itself.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning outcomes and scaffolding from Bloom's taxonomy to Miller's pyramid
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Some recent work by Maudsley (2005) shows that medical students develop in the way they learn, but that the progression is not always from duality to multiplicity.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
What the sources say
- Not checked yetcites Maudsley 2005
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“They are necessary because the sheer volume and complexity of knowledge to be acquired often leaves the learner standing on the threshold (in a state of liminality), rather than stepping into the world of learning.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning outcomes and scaffolding from Bloom's taxonomy to Miller's pyramid
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“This work was based on a relatively able, affluent and homogenous population of undergraduates and was subsequently extended by Perry's colleagues to a wider cross section of society.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
What the sources say
- Not checked yetcites Belenky et al. 1997
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“If we follow Wenger's arguments (Wenger 1998) then we will see that the whole community has a role in leading the novice over the threshold, and helping them to take their place in the community of practice, that is, in this case, the healthcare profession.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
What the sources say
- Not checked yetcites Wenger 1998 source
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Newble, Entwistle and their colleagues, in a number of studies (Newble & Clarke 1986;Newble & Entwistle 1986), have shown that there are several different learning styles, and that learners have different learning preferences.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
What the sources say
- Not checked yetcites Newble & Clarke 1986
- Not checked yetcites Newble & Entwistle 1986
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“In medical education, the most frequently encountered is Miller's pyramid (Kolb 1984).(Miller, 1990; Figure 3), which can be used as a guide for planning and assessing within a curriculum.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning outcomes and scaffolding from Bloom's taxonomy to Miller's pyramid
What the sources say
- Not checked yetcites Miller 1990 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There are at least two elements to this: reflection in action, where the learner tests and re-tests hypotheses to makes sense of the information and the organisation of the information into schemata which (for the learner, at least) make sense.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Outline
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Refinement is the act of sifting and sorting through the information to retain those elements that make sense.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Andragogy and pedagogy: Knowles views and related learning models
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Two things are immediately apparent from this construction -namely that discussion between individuals will increase the amount of practical knowledge, and that some things remain a mystery until we talk to someone else with a different range of knowledge or understanding.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“In a structured learning environment new knowledge is sufficiently similar to the existing knowledge to allow its relevance to be perceived.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There will always be ''unknown unknowns'', but teachers can help students move into those areas through a careful choice of task, resources and, of course, patients.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Frequently the difficulty is in the vocabulary or the way that language is used (Bernstein 2000), but it can also be troublesome concepts (Meyer & Land 2006), or just becoming part of the ''team'' and assuming a new identity (Wenger 1998).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Guided discovery learning and students' learning strategies
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In any intervention, we need to make sure that the learner has the possibility to articulate what they already know about something.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Adult learning model ''expanded'':
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The challenge can be internal, when a learner is thinking things through, or it can be external, provided by a teacher or patient.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Outline
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Whether working with an individual learner, or planning a major programme, the educator needs to recognise that the learner needs to move through a cycle, in order to truly understand and learn.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Adult learning model in action
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
- Rests on an assumption: Learners must move through the proposed cycle to truly understand and learn.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The same principles apply to planning curricula, at short course, module or programme level.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Adult learning model in action
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
- Rests on an assumption: The proposed model can be applied at both individual learning and curriculum planning levels.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The pyramid is important, because in training students for the healthcare professions it is essential to remember that the outcome of training is intended to be a graduate who can take their place in the workforce (Action).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning outcomes and scaffolding from Bloom's taxonomy to Miller's pyramid
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The processes of acquiring new knowledge, relating it to what is already known and developing new understanding is complicated and difficult but educators can help the learners by providing advance organisers (Ausubel 1968).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning outcomes and scaffolding from Bloom's taxonomy to Miller's pyramid
What the sources say
- Not checked yetcites Ausubel 1968
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Most of what happens in the elaboration and refinement phase is internal to the learner, but the success of the venture will stem from the nature of the task they were set, and the provision of appropriate resources.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > The elaborate and refine phase
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This phase is the key part of problem-based learning”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > The elaborate and refine phase
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“An off-shoot of adult learning theories is situated cognition (Wilson 1993) developed by Wenger (1998) into the theories of communities of practice.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning and teaching
What the sources say
- Not checked yetcites Wilson 1993
- Not checked yetcites Wenger 1998 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“a well thought through portfolio/log book with elements of reflection will allow for the learner's progress to be documented for themselves, and, importantly, for the educator/assessor.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Student assessment and programme evaluation
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although the model is presented as a cycle actually the learner and teacher can enter the cycle at any point.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Additional information
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Applying adult learning principles in medical education will probably necessitate changing educators' and learners' perceptions of their roles.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning and teaching
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Part of this phase is fitting the information into what the learner already knows, and part of it is in constructing the new information into a story that makes sense to the learner.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > The organisation phase
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“All educators know that the real test of understanding something is explaining it to other learners.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Feedback
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“In the same way that surface learning has attractions for many learners, Perry's stage of duality has attractions for both the learner and the educator (Perry 1999).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
What the sources say
- Not checked yetcites Perry 1999
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Clinical reasoning, hypothesis generation and testing are essential skills for good clinical practice.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning and teaching
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“Elaboration, and the later stages of Bloom's taxonomy require an increasing depth of understanding.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
What the sources say
- Not checked yetcites Atherton 2011
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The first is that it helps ensure that connections are made between the new information and previous knowledge, ensuring that everything is learnt in the context of what is already known.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > The elaborate and refine phase
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Transformative and experiential learning theories constitute an important theoretical frame for learning strategies suitable for these outcomes.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Institutional mission, vision and curriculum outcome
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It is possible, but challenging, to use lectures to provide more than surface knowledge.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Reinforcing clear thinking in both teacher and learner and considering them should improve clinical learning, and even clinical outcomes.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Additional information
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The outcome of this phase is the generation of a working hypothesis.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > The elaborate and refine phase
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“During this phase the learner looks at a problem from all angles, testing and retesting the hypothesis against what they already know.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > The organisation phase
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It also means that the learner will not know, until too late, whether they truly understand the subject.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > The organisation phase
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Elaboration without refinement will just lead to confusion”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > The elaborate and refine phase
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“learning is a process through which they weigh their knowledge against a critical examination of alternative possibilities (Ahlquist 1992).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Institutional mission, vision and curriculum outcome
What the sources say
- Not checked yetcites Ahlquist 1992
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Ethics and professional behaviours can be, and often are, taught but understanding them is demonstrated and consolidated within the clinical environment.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning and teaching
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The goal, however is self-directed learning which transcends self-regulated learning to include motivation and, crucially, the ability to determine what should be learned (Loyens et al. 2008).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
What the sources say
- Not checked yetcites Loyens et al. 2008 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Learners can also develop their understanding of systems through well-facilitated PBL or case-based learning”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The danger with scaffolding is that if it is too detailed it removes any freedom or responsibility from at the learner.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > The organisation phase
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Any effective assessment system will provide learners with an indication of where they are going wrong, and which areas they should focus on for clarification of their understanding.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Feedback
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Self-directed and experiential learning are key strategies, but feedback is crucial to help the learner make the best use of their contact time.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning and teaching
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Applications of these strategies necessitate significant institutional culture changes, active faculty development and increased learner autonomy and self-direction.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning and teaching
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The second is that it reinforces our natural tendency to be appropriately inventive and to think widely.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > The elaborate and refine phase
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Sobral's (2004) work has shown that student's motivation can be strongly influenced by the educational environment and their frame of mind towards learning.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
What the sources say
- Not checked yetcites Sobral 2004 source
boostedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Encouraging discussion, debate and reflection will increase learning opportunities.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Student assessment and programme evaluation
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
None of the sources cited for this claim have been checked yet.
In the paper
“There is more to consider here, particularly the dimensions of self-directed learning (Garrison 1997), which include motivation and self-regulation (Zimmerman 2002).”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
What the sources say
- Not checked yetcites Garrison 1997 source
- Not checked yetcites Zimmerman 2002
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“it is widely asserted that ''assessment drives learning'' (Miller 1990)”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
What the sources say
- Not checked yetcites Miller 1990 source
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Adult learning theories are related to several educational, social, philosophical and psychological theories.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Additional information
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The model of adult learning we have illustrated (Figure 5) shows that perception, insight, meaning-making and mental networking are interlinked and essential for good reasoning abilities.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Learning and teaching
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Again, this is fostered by problem-based learning, but is easily destroyed by publishing or giving the students detailed intended learning outcomes.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Deep learning comes through discussion, research and weighing up the evidence.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Consider learning styles and their implications.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although feedback is best given in frequent, small, doses, there are clearly times when it is crucial.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Feedback
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This understanding is basic to problem-based learning and the majority of clinical practice.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > Institutional mission, vision and curriculum outcome
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The first stage in this process is to consider as many of the possible explanations for the new information as possible.”
§ Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 > The elaborate and refine phase
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper relies on this without support.
The distinction between adult and child learning is artificial, and andragogical principles apply equally to children.
“He introduced the term ''andragogy'' to differentiate adult learning from pedagogy; this differentiation now seems to be artificial.Many of the principles of andragogy can be applied equally to children's learning.”
The paper relies on this without support.
Any theoretical model that explains adult learning must include motivation and reflection.
“Any theoretical model that attempts to explain and relates adult learning to an educational theory must have two critical elementsmotivation and reflection.”
The paper relies on this without support.
The proposed model can be applied at both individual learning and curriculum planning levels.
“The schema can be used at curriculum planning level, or at the level of individual learning.”
The paper relies on this without support.
Learners must move through the proposed cycle to truly understand and learn.
“the educator needs to recognise that the learner needs to move through a cycle, in order to truly understand and learn.”
The paper relies on this without support.
Many learners strategically choose surface learning before entering university, so they may appear to prefer surface learning.
“There are complicating factors, since many learners are strategic in choosing surface learning styles before they enter University courses, so they may appear to show a preference for surface learning.”
The paper relies on this without support.
Students who know they will be tested on facts rather than understanding will choose a surface learning style.
“Even at graduate level, if students know that they will be tested on their acquisition of facts, rather than their understanding, they will naturally choose a surface learning style.”
The paper relies on this without support.
Lectures can reinforce a state of duality in which the learner accepts what the lecturer says.
“Lectures can reinforce a state of duality in which the learner accepts what the lecturer says.”
The paper relies on this without support.
Adult learners have a host of competing concerns.
“Although adult learners are expected to be self-motivated, they will also have a host of competing concerns.”
The paper relies on this without support.
More than half of the outcome domains of medical education are related to attitude.
“Although knowledge is the easiest, and most public domain, more than half of the outcome domains of medical education are related to attitude e.g.lifelong learning, empathy, utilitarianism, communication with patient and colleagues, ethics and professionalism.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The cited source says what the claim attributes to it.
In the citing paper
“Educators play a vital role in fostering selfreflection by creating environments that encourage introspection and open dialogue [117].”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [117]
The cited source says what the claim attributes to it.
In the citing paper
“Adult learning scholarship in medical education emphasises the growing role of learner agency, experience, application to authentic problems, and the shared responsibility of learners, educators, and institutions for creating conditions in which meaningful learning can occur (Taylor & Hamdy, 2013; Gupta et al., 2026).”
From Between Co-Intelligence and Cognitive Offloading: Educators’ Perspectives from Dutch Academic Medical Settings on Generative AI, Critical Thinking, and Adult Professional Learning (2026) · cites this paper as Taylor & Hamdy, 2013
Citations
Cites
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Situated Learning: Legitimate Peripheral Participation.
Bloch, M. E. F., Lave, J., & Wenger, É. (1994) · Man · doi:10.2307/2804509 · Cited by 39,362
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
(1999) · Cited by 28,356
Kytle, J., & Bandura, A. (1978) · Contemporary Sociology · doi:10.2307/2065952 · Cited by 25,422
Communities of Practice: Learning, Meaning, and Identity
Wenger, E. (1998) · doi:10.1017/cbo9780511803932 · Cited by 23,500
The Reflective Practitioner: How Professionals Think in Action
Checkoway, B. N., & Schön, D. A. (1985) · Journal of Policy Analysis and Management · doi:10.2307/3324262 · Cited by 21,311
The reflective practitioner: How professionals think in action
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(1997) · Naming the Mind: How Psychology Found its Language · doi:10.4135/9781446221815.n7 · Cited by 15,148
Research works printed but not linked: 9
- Ahlquist R, 1992, Research and multicultural education, 89
- Ausubel D, 1968, Educational psychologyy: A cognitive view
- Hart R, 1992, Children's participation: From tokenship to citizenship
- Kolb D, 1984, Experiental learning
- Luft J, 1955, The JoHari window, a graphic model of interpersonal awareness
- Mezirow JE, 1995, In defense of the lifeworld, 36
- Skinner B, 1954, Harvard Educ Rev, 24, 86
- Thorndike E, 1911, Animal intelligence
- Wilson AP, 1993, The promise of situated cognitionAn update on adult learning theory
Cited by
Sorted by citations
Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86
Young, J. Q., Van Merrienboer, J., Durning, S., & Ten Cate, O. (2014) · Medical Teacher · doi:10.3109/0142159x.2014.889290 · Cited by 935
The integrated curriculum in medical education: AMEE Guide No. 96
Brauer, D. G., & Ferguson, K. J. (2014) · Medical Teacher · doi:10.3109/0142159x.2014.970998 · Cited by 623
Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators
Mukhalalati, B., & Taylor, A. (2019) · Journal of Medical Education and Curricular Development · doi:10.1177/2382120519840332 · Cited by 598
Self-Directed Learning: A Core Concept in Adult Education
Loeng, S. (2020) · Education Research International · doi:10.1155/2020/3816132 · Cited by 419
Advances in medical education and practice: student perceptions of the flipped classroom
Ramnanan, C. J., & Pound, L. D. (2017) · Advances in Medical Education and Practice · doi:10.2147/amep.s109037 · Cited by 349
Metadata
- Authors
- Taylor, D. C. M., & Hamdy, H.
- Affiliations
- University of Liverpool (GB)
- University of Sharjah (AE)
- Corresponding author
- Taylor, David C. M.
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2013-09-04
- Volume
- 35
- Issue
- 11
- Pages
- e1561-e1572
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W2170466219
- Semantic Scholar
- 1284258743158992119debcf62459780e0122081
- Cited by
- 1,176
- References
- 84
- Citations by year
- 2026: 82 · 2025: 110 · 2024: 136 · 2023: 119 · 2022: 153 · 2021: 144 · 2020: 163 · 2019: 103 · 2018: 57 · 2017: 41 · 2016: 35 · 2015: 19 · 2014: 10 · 2013: 2
- FWCI
- 22.21
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- public-domain
- Locations
- Medical Teacher (publishedVersion, public-domain)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Social Sciences › Education › Adult and Continuing Education Topics
- Social Sciences › Education › Educational Leadership and Innovation
- Keywords
- andragogy, adult learning, medical education, curriculum development, learning and teaching, student learning, faculty development
- MeSH terms
- Education, Medical, Humans, Learning, Models, Psychological, Motivation, Self Concept, Students, Medical, Teaching, Models, Educational
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-06, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-06 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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