Professional Development, Shifting Perspectives, and Instructional Change among Community College Anatomy and Physiology Instructors

Hyson, Audrey Rose; Bonham, Branden; Hood, Suzanne; Deutschman, Megan C.; Seithers, Laura C.; Hull, Kerry; Jensen, Mark E.

doi:10.1187/cbe.21-02-0037

Cited by 4 publications

(3 citation statements)

References 22 publications

(173 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many efforts, including some of our own, have emphasized the transmission of knowledge and access to resources to allow new individuals to engage in BER (e.g., Schinske et al. , 2017 ; Hyson et al. , 2021 ; Miller and Higbee, 2021 ; ASM, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

Broadening Participation in Biology Education Research: A role for affinity groups in promoting social connectivity, self-efficacy, and belonging

Musgrove,

Ko,

Schinske

et al. 2024

LSE

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Broadening Participation in Biology Education Research: A role for affinity groups in promoting social connectivity, self-efficacy, and belonging

Musgrove,

Ko,

Schinske

et al. 2024

LSE

View full text Add to dashboard Cite

show abstract

“…Thus, faculty who educate preclinical students may be feeling the pressure and need to expand their knowledge in this area. However, it would not be surprising to see an increase in radiology education in community colleges due to the increased focus of active learning strategies being utilized in anatomy and physiology courses 61 …”

Section: Discussionmentioning

confidence: 99%

Radiology for anatomy educators: Success of an online, 2‐day course for radiology training

Barger

Resuehr

Edwards

2023

Anatomical Sciences Ed

View full text Add to dashboard Cite

Incorporation of radiology training into anatomy education from community college to health professional schools is becoming increasingly popular. However, anatomy educators generally lack training in common radiology modalities, including X‐ray, CT, MRI, and ultrasound. Professional development or continuing education courses provide current and new educators the chance to gain new skills within a short timeframe. Here, a 2‐day, online course for anatomy educators was created. The goals of which were for the participants: to gain basic knowledge of different radiology modalities, recognize normal radiographic images, and apply that information to common diseases or injuries in interactive case studies. Each day focused on different modalities, where Day 1 studied X‐ray, CT, and MRI; and Day 2 studied Ultrasound. A 10‐question pre‐ and post‐test was taken by attendees for each day of instruction on a voluntary basis. Following the completion of the course, attendees were provided a survey to determine their perceptions on course content and knowledge acquired. Most attendees instructed undergraduates at 4‐year universities, though several attendees came from community colleges and high schools. All attendees showed a significant improvement in knowledge from their pre‐ to post‐test scores in X‐ray, CT, MRI, and ultrasound following training. This was also reflected in their survey responses, where attendees felt the course was effective in increasing their knowledge and confidence in radiology. Overall, this study demonstrates the effectiveness of online continuing education courses and the need for more introductory radiology courses for anatomy educators.

show abstract

“…Other Cluster 3 instructors may not recognize the extent to which their practices misalign with their conceptions. These instructors may benefit from being presented direct evidence of this misalignment using classroom observation data or other careful examinations of their instruction (Hyson et al, 2021). However, an awareness of the dissonance between conceptions and practices were not enough to promote the use of active learning in Evan's case.…”

Section: Discussionmentioning

confidence: 99%

Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices

et al. 2023

View full text Add to dashboard Cite

Supporting changes in undergraduate science, technology, engineering, and mathematics (STEM) instruction requires an understanding of the relationship between STEM instructors' conceptions and practices. In this study, the authors used the Teacher‐Centered Systematic Reform (TCSR) model as a framework to understand how instructors' conceptions are related to their instructional practices. This multiple methods study included interviews and classroom observations of 22 STEM instructors. We used qualitative methods to describe instructors' conceptions of how students learn and quantitative methods, including a hierarchical cluster analysis, to analyze the types of relationships that exist between their conceptions and practices. Results indicated instructors had a wide range of conceptions that exist along a continuum from teacher‐centered to student‐centered. While many faculty members perceived student‐centered practices as valuable, they conceptualized these practices in different ways. Instructors implemented a wide range of instructional practices, and these practices varied independently of conceptions. We identified three distinct clusters of participants based on the relationships between instructors' conceptions and practices: congruent lecturers, congruent active learning facilitators, and incongruent lecturers. In the first two clusters, instructors' conceptions were aligned with their instructional practices. However, incongruent lecturers thought that students learn through active learning approaches but primarily lectured in their courses. Instructors in this group described several personal and contextual factors that influenced the relationship between their conceptions and practices. The results include an in‐depth portrayal of one participant in each cluster. We found that student‐centered conceptions may be necessary but are not sufficient for instructors to implement active learning. Implications focus on instructional and institutional change efforts. To promote instructional change most effectively, it is important to address each component of the TCSR model, including personal and contextual factors. A focus on conceptions and practices alone may not sufficiently support faculty members in overcoming barriers that limit active learning instruction.

show abstract

Professional Development, Shifting Perspectives, and Instructional Change among Community College Anatomy and Physiology Instructors

Abstract: A study of how and why community college anatomy and physiology instructors shifted perspectives toward active learning following a yearlong professional development program.

Cited by 4 publications

References 22 publications

Broadening Participation in Biology Education Research: A role for affinity groups in promoting social connectivity, self-efficacy, and belonging

Broadening Participation in Biology Education Research: A role for affinity groups in promoting social connectivity, self-efficacy, and belonging

Radiology for anatomy educators: Success of an online, 2‐day course for radiology training

Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices

Contact Info

Product

Resources

About