AUTHOR=Knapke Jacqueline M. , Hildreth Laura , Molano Jennifer R. , Schuckman Stephanie M. , Blackard Jason T. , Johnstone Megan , Kopras Elizabeth J. , Lamkin M. K. , Lee Rebecca C. , Kues John R. , Mendell Angela 

TITLE=Andragogy in Practice: Applying a Theoretical Framework to Team Science Training in Biomedical Research

JOURNAL=British Journal of Biomedical Science

VOLUME=Volume 81 - 2024

YEAR=2024

URL=https://www.frontierspartnerships.org/journals/british-journal-of-biomedical-science/articles/10.3389/bjbs.2024.12651

DOI=10.3389/bjbs.2024.12651

ISSN=2474-0896

ABSTRACT=This study is the first to apply theoretical principles of Malcolm Knowles' theory of andragogy to evaluation data collected from learners who participated in team science training workshops in a biomedical research setting. In brief, andragogy includes six principles: learner self-concept, the role of experience, readiness to learn, orientation to learning, learner need to know, and intrinsic motivation. Using an embedded study design, qualitative data were the primary focus with quantitative data augmenting qualitative findings. Deductive analysis demonstrated that approximately 85% of the qualitative data could be connected to at least one andragogical principle. Participant responses to positive evaluation questions were largely related to two principles: readiness to learn and problem-based learning orientation. Participant responses to negative questions were largely connected to two different principles: role of experience and self-direction. Inductive analysis found one additional theme: meeting biological needs.Quantitative survey results supported qualitative findings. Study findings demonstrate that andragogy can serve as a valuable construct to integrate into the development of effective team science training for biomedical researchers.