Adult Learning in Veterinary Education: Theory to Practice

Abstract

This paper argues the case for the increased application of adult learning principles to veterinary education. It encapsulates evidence from the United Kingdom, Europe, North America, and Australia to explain why it has taken veterinary schools so long to transform their curricula to best facilitate the development of lifelong learning skills, such as independent and self-directed learning, problem solving, and critical thinking. Despite the variation in training programs in these different regions, the paper identifies common issues—conflicting educational paradigms and the need for faculty development—and ultimately concludes that professional and continuing education should be viewed as a continuous process, supporting the adult learner's cognitive development and facilitated through experiential learning.