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Lifelong Learning: A Higher Order of Consciousness and a Construct for Faculty Development
1Professor, Kelly L. Krahwinkel Chairman, and Director, Oral and Maxillofacial Surgery Residency Program, Department of Oral and Maxillofacial Surgery, University of Tennessee Medical Center; and Director, Oral/Head and Neck Oncologic Surgery Fellowship Program, University of Tennessee Cancer Institute, Knoxville, TN.
Summary
Informal learning, or meaning-making, is a key part of lifelong learning and adult education. Supporting lifelong learning is crucial for effective faculty development in graduate medical education.
Area of Science:
- Adult Education
- Cognitive Psychology
- Professional Development
Background:
- Learning is integral to personal and professional growth throughout life.
- Meaning-making is an informal learning process where individuals construct understanding from experiences.
- Informal adult education is characterized by flexibility, experiential learning, and participant engagement.
Purpose of the Study:
- To explore the role of meaning-making as informal learning.
- To define characteristics of informal adult education.
- To establish lifelong learning as a construct for faculty development in graduate medical education.
Main Methods:
- Conceptual analysis of learning theories.
- Examination of informal adult education principles.
- Literature review on lifelong learning and faculty development.
Main Results:
- Meaning-making is identified as a core informal learning activity.
- Informal adult education fosters self-authoring or self-transforming cognitive states.
- Lifelong learning is internally motivated, often linked to career advancement.
Conclusions:
- Supporting lifelong learning is essential for effective faculty development in graduate medical education.
- Lifelong learning fosters higher-order consciousness and personal transformation.
- The principles of informal learning and adult education can enhance professional growth.
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