AM Last Page

Applying Knowles’ Andragogy to Resident Teaching

Elisabeth E. Bennett, PhD, director, Education Research and Development, Rebecca D. Blanchard, PhD, assistant professor,
Education Research, and Kevin T. Hinchey, MD, program director, Internal Medicine Residency Program, Baystate Medical Center

Developing teaching skills in residents is a critical component of medical education because residents spend up to 20% of their
time teaching junior learners.1 They often rely on the traditional pedagogical approaches that they observed during their years of
formal schooling, but these often do not translate well with their adult learners.
One way to develop residents’ teaching skills is to frame teaching goals from the perspective of andragogy, or the “the art and
science of helping adults learn.”2 (p61) Andragogy, popularized by Malcolm Knowles, 3 offers principles that describe how adults
learn differently than children. These principles can help residents improve their teaching, place more control of the learning
process into the hands of their students, and provide insight into their own learning processes.

Adult Learning Theory Malcolm Knowles’ Five Tenets of Andragogy 2

Downloaded from https://journals.lww.com/academicmedicine by BhDMf5ePHKav1zEoum1tQfN4a+kJLhEZgbsIHo4XMi0hCywCX1AWnYQp/IlQrHD3lNUiaaDGw205FGQmn/oaL8QvNLNNPo50ecNabOvjo1rg2rBExfrdXw== on 05/14/2020

Adult learning theory is a complex phenomenon.

Adult learning Adults have a high need to
Andragogy is one set of foundational principles, is life-centered know why they need to know
one model within a field of interconnected rather than subject- something, and they learn
learning models, that address how adults acquire centered; motivation best through self-discovery
knowledge. is greatest when it is 1 with real and simulated
internal and when an experiences.
activity presents new
Andragogy knowledge applicable 5 2 Adults have an independent
to real life. self-concept, take
Experiential Learning
responsibility for their lives,
Readiness to learn 4 are increasingly self-directed,
results from real- 3
Situated and have a deep need to
Transformative Self-Directed
Learning
Learning
Learning
life problems and control learning.
entry into new
developmental stages Adults enter into learning with a great number
and changing social and variety of experiences, which provide resources
roles. for learning and relating to new material.

Guiding Residents to Incorporate Andragogy

The table below demonstrates some teaching goals developed in line with Knowles’ tenets of andragogy that residents can
apply to junior learners and adult patients. Many of the teaching methods described below encourage self-assessment, the
process of evaluating one’s knowledge and understanding, and self-reflection, the process of making meaning from learning
experiences. Both concepts engage learners and motivate them to take control of their own learning, which will more quickly
lead to ownership of learning and promote autonomy.

Resident Teaching Goals

Teaching Methods
by Andragogical Tenet

Assess the learnersʼ needs at the outset and their outcomes after teaching
1
Encourage continual knowledge Develop specific goals and objectives for the learners, consistent with what they need to
development through planning, feedback, learn
and assessment of experiential and Foster a climate of learner inquiry and accept formative feedback from learners to retool
applied learning teaching
Provide constructive feedback that encourages accurate self-assessment and self-
reflection
Engage learners and motivate autonomy in a relationship of respect
2 Facilitate autonomy by increasing degrees
of learner control and promoting a peer Activate learning by seeking learnersʼ input
relationship
Ask learners to articulate their ideas, thereby fostering learner confidence
Adjust teaching to di erent contexts, cultures, and levels of prior knowledge
Adapt teaching to learner needs and
e ectively bridge prior knowledge and new Lead large- and small-group discussions, customized to learning needs
learning objectives
3 Establish rapport with learners and use examples familiar to them

Adjust teaching to individual and collective Evaluate evidence of learning to determine readiness for new roles
levels of life development and understand
Be a positive role model, recognizing that people adapt in different ways
what contributes to a positive climate for
4 change
Provide supervision and advocacy appropriate to learner level

Summarize teaching into take-home points of most relevant information

Teach most relevant and immediately
5 applicable content to solve real clinical Use case examples and involve multidisciplinary instructors
problems
Capitalize on “teachable moments”

References
1. Hatem CJ. Teaching approaches that reflect and promote professionalism. Acad Med. 2003:78;709-713.
2. Knowles MS, Holton EF, Swanson RA. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. 6th ed. Boston, Mass: Elsevier; 2005.
3. Knowles MS. Andragogy in Action: Applying Modern Principles of Adult Education. San Francisco, Calif: Jossey Bass; 1984.

Academic Medicine, Vol. 87, No. 1 / January 2012 129