A Survey of Nigerian Family Physicians’ Views on the Fundamental Assumptions of Andragogy

Abstract

Adult learning (andragogy) theory is fundamental to all aspects of health professional education. Physicians have varying beliefs and perceptions of these fundamental assumptions. This study was designed to ascertain the views of Nigerian family physicians regarding the fundamental assumptions of andragogy. A cross sectional survey of all family physicians, specialists and those in training, in Jos, North central Nigeria was carried out using a brief, self-administered questionnaire. There was a 76% response rate. Respondents were mostly male (76.8%) with a mean age of 40.6±6.99 years. They had a mean number of years in practice 12.55±6.37, median 11 years (range 2-31). Most (64.3%) were residents and majority (71.1%) were involved in medical teaching. Majority (89.3%) agreed with the fundamental assumption of andragogy that "adults have accumulated a great deal of experience, which is a rich resource for learning." The least agreement (49.1%) was for the fundamental assumption that adults are problem-centered. Similarly, the highest (25%) overall disagreement was the assumption that adults are more interested in immediate, problem-centered approaches than in subject-centered ones. Multivariate analysis indicated that residents were almost five times more likely than Consultants to agree with the assumption that adults are problem-centered (OR 4.9, 95%CI 1.02-23.45, P=0.047). There were no significant predictors of agreement with the other fundamental assumptions on multivariate analysis. Family physicians, consultants more than residents, are more likely to disagree with the assumption that adults are problem-centered learners.