Adult Learning
As a medical coding and billing instructor, I find it difficult at times to change the perception of adult learners. I've had a few aldut learners that had worked in the field and returned to school for the certification. Not having the proper training and/or basic foundation, they have developed bad habits and inaccurate approach that is difficult for them to break. How can I address this situation without being negative and creating additional stress.
John,
What are some effective ways you have been able to do this? This is such an important part of instructional effort I want to share instructor ideas with others.
Gary
Gary Meers, Ed.D.
I try to relate as many lessons as possible to the practical experience in the workplace.
Dora,
Good point and one that many students do not get as they are going through school. They need to see how their knowledge and skills can transfer to a number of different settings.
Gary
Gary Meers, Ed.D.
Students need to comprehend the difference between academic learning and “real word†experience learning. Academic learning provides the student with a general understanding of the subject, which may be used in all aspects of the field. Real world learning limits the students knowledge. Ex: If my “real world†knowledge comes from working for a gynecologist I will not be prepared to work for a cardiologist. Learning academically I will be prepared to work for any medical facility
I use a lot real life escenarios and skits.
...what I do is just teach the material and then, have those students bring their experiences in. It's a little higher risk to challenge a student to defend a position that we all know to be incorrect, but sometimes, learning comes from making mistakes - even if it's not the mistaken person doing the learning. The key is, they have to realize it for themselves. You can teach it. But no one cannot make anyone understand anything that they don't want to understand.
As an instructor, there is no need for you to take ownership for the mistakes that a student brings from poor teaching at another institution or a bad habit picked up in the field; don't take it personally, Tonia! No need to stress! :)
Instead, speak from your own experience and tell them that you have "had better results doing it this/that way". Quantify it. If the students are reasonably smart, they'll figure it out on their own. And if not, then call it good anyway.
Because, the bottom line is, you set the standard and it's up to them to come to that standard, regardless.
Good luck!
-R
Tonia,
I would try to make a fun activity out of changing their approaches to how they are doing their coding and billing. Through role playing or case studies you can give examples of the right way of doing the work. Also instead of trying to change everything they do I would focus on one component and then another and then another. This way you are not overwhelming them nor discounting how they have been doing the work all these years. As you know even if they have been doing it incorrectly they have formed habits that they follow and they have some pride in those habits. It is much like starting a workout program. Little steps, success, more steps, more success, etc..
Gary
Gary Meers, Ed.D.
