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• W2543007966 abstract "This paper provides a model based on the literature and personal experience, arguing for direct application of adult education theory to the practice of a profession. Praxis is therefore not confined to the educational approach for the adult educator of professionals. There is ample advice on the translation of adult education theory into the practice of adult education. There is less advice on the theory to practice interplay of adult education theory and the practice of a given profession. What happens when the practice of a profession conflicts with the theories of adult education? What is the value of an education that liberates, for instance, when the professional practice that immediately follows is oppressive? The purpose of this exploration is to examine the translation of adult education theory into professional practice, specifically medical practice. The model that I propose posits that adult education theory can and should directly instruct professional practice. (Praxis not limited by disciplines). I will first review some of the conflicts between the professional practice of medicine and the principles of adult education. These conflicts would not be resolved by merely focusing on the educational processes of the profession. Translation of adult education theory to the theory and practice of a profession, however, has the potential to reduce the discordance between adult educational theory and subsequent professional approaches. The theory advanced derives from my experience as a surgeon, medical educator, and student of adult education. Initially, pursuit of the study of adult education led to awareness and changes in my practice as an educator of medical students and postgraduate medical trainees. Increasingly, however, I realize that the theoretical underpinnings of adult education provide insight into the actual practice of medicine. The evolution highlights the arbitrary but real limit that professional disciplines place on the praxis, or informed reflection and action on the world (Freire, 2000). The example and perspectives I provide are based on theory that focuses on the import of social interactions in the construction of knowledge and reality (Mead, 1934; Berger, 1966; Vygotsky, 1978). Professional Practice of Medicine Classically, physicians “evaluate and treat” medical problems. We develop an “assessment and plan” based on a medical problem list that we generate after interviewing and examining patients. Prescriptive plans are derived from relevant evidence published in the medical literature. The physical and psychological balance of power is shifted far to the physician rather than the patient. Patients that don’t follow the prescribed plan are deemed “noncompliant”. In the extreme example of power, patients permit surgeons to physically enter and restructure their body, yielding complete control over their very existence. In my experience, the solemn responsibility involved in this process is not lost on most physicians and other participants in the healthcare process. It bears clear mention that countless people are helped in remarkable ways every day through the hard work of those in the healthcare field. Despite the many successes of medicine, there are certainly suggestions of problems in the system. Socioeconomic status is clearly associated with the health outcomes of mortality and" @default.
• W2543007966 created "2016-11-04" @default.
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• W2543007966 date "2010-01-01" @default.
• W2543007966 modified "2023-09-23" @default.
• W2543007966 title "From Adult Education to Medicine: Praxis across Disciplines" @default.
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