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Encouraging Lifelong Learning: An Educator's Perspective on Teaching and Learning for the Nuclear Medicine
1Nuclear Medicine Technology Program, Department of Clinical Laboratory Sciences and Medical Imaging, School of Health Professions, Rutgers University, Newark, New Jersey Knowledge of the methods alone will not suffice; there must be the desire, the will, to employ them. This desire is an affair of personal disposition.-John Dewey (1933) itb11@shp.rutgers.edu.
Abstract:
The rapid influx of new technology and changing reimbursement and health care business models challenge nuclear medicine technology educators to reexamine the effectiveness of traditional teaching methods. As a generation of technologists can attest, the skill sets and competencies taught today will not be the requirements of tomorrow. The question arises, "How can educators prepare students and the profession for future knowledge capacity?" The concept of lifelong learning (LLL) emerged in the 1970s as a response to the global paradigm shift from an industrial society to a knowledge society. Given the current health care climate and the dynamic nature of the nuclear medicine technology profession, understanding and development of LLL assessment models may benefit both teacher and student learning. This article discusses the theoretic framework of LLL and social learning along with a sampling of teaching assessments. These assessments use a problem-based-learning approach that integrates the concepts of LLL into an accountability-driven social organization.