Adult learners most effectively learn about a new clinical information system when the instructor:

• A. Encourages the learner to use previous experience to interpret new learning
• B. Begins the formal training as early as possible in the implementation process
• C. Emphasizes the technical specifications of the structure of the system
• D. Assumes that the learner knows nothing about the system

Answer: (D)

Assuming no prior knowledge and building from a basic foundation is most effective for adult learners when introducing a new clinical information system. Starting with fundamental concepts, terminology, and core navigation ensures everyone shares the same starting point, which reduces confusion and prevents gaps that can arise from incorrect or incomplete assumptions about what learners already know. This approach also aligns with adults’ need for practical, task-focused learning: once the basics are solid, learners can progressively map real workflows, data entry, and common tasks to the system, improving retention and transfer to everyday practice.

Relying on learners’ past experiences can lead to mismatches if those experiences don't align with the new system, and focusing primarily on technical specifications can overwhelm learners with details before they know how to perform key tasks. Beginning training too early before the system context is stable can also frustrate learners if features change during implementation.