APPLICATION OF THE THEORY OF SOCIAL-CONSTRUCTIVISM TO DEFINE MENTORSHIP MODEL FOR FACULTY OF FAMILY MEDICINE

Introduction Ethiopia currently estimated to have 94.1 million populations (World Bank 2013) and is a fast growing population with increasing demand of health service and more than 83% of the population is living in remote rural area where Primary Health Care services is unreachable to the majority of the population. One physician is for 37,000 populations (merlin.org). But 43% of physicians of the country are located in Addis Ababa where less than 4% of the population is living. Ethiopia is currently determined to address this gap by marked expansion of the medical education system by increasing number of physician trainees and training of highly qualified family physicians. Who will provide excellent and comprehensive medical care for the people and communities in Ethiopia and elsewhere Our faculty is in its early stages we didn’t have accumulated experiences; we need to learn new approach (holistic approach) to our context; we are from different corner of the country, with varying working circumstances and learning opportunities. Though Malcolm knawels adult learning theory is the basic principle of andragogy; interms of knowledge transfer knowledge for action social constructivism will be preferable because it considers (environment culture; social context) for acquiring as well as interpreting, applying the new knowledge acquired in medical practice. So social constructivism learning theory is the best choice to the selected topic model of mentorship.