Who is the Teacher and Who is the Student? The Dual Service- and Engaged-Learning Pedagogical Model of Anatomy Academy

Author:

Diaz Molly M123,Ojukwu Kenechukwu145,Padilla Jessica4,Steed Kevin67,Schmalz Naomi89,Tullis Autumn6,Mageno Alex6,McCleve Jeff10,White Erik10,Stark M Elena8,Morton David A11,Seastrand Gary12,Ray Gaye13ORCID,Lassetter Jane13,Wilson-Ashworth Heather A10,Wisco Jonathan J681114ORCID

Affiliation:

1. David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, USA

2. Jonathan and Karin Fielding School of Public Health, University of California, Los Angeles, Los Angeles, CA, USA

3. Department of Pediatrics, Pritzker School of Medicine, The University of Chicago, Chicago, IL, USA

4. Department of Public Policy, Meyer and Renee Luskin School of Public Affairs, University of California, Los Angeles, Los Angeles, CA, USA

5. Department of Pathology, Harbor-UCLA Medical Center, Torrance CA, USA

6. Department of Physiology and Developmental Biology, Neuroscience Center, Brigham Young University, Provo, UT, USA

7. Department of Biomedical Education, College of Osteopathic Medicine, California Health Sciences University, Clovis, CA, USA

8. Division of Integrative Anatomy, Department of Pathology & Laboratory Medicine, David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, USA

9. Department of Anatomy and Cell Biology, Indiana University School of Medicine, Indianapolis, IN, USA

10. Department of Biology, Utah Valley University, Orem, UT, USA

11. Department of Neurobiology and Anatomy, University of Utah School of Medicine, Salt Lake City, UT, USA

12. Center for the Improvement of Teacher Education and Schooling (CITES), McKay School of Education, Brigham Young University, Provo, UT, USA

13. College of Nursing, Brigham Young University, Provo, UT, USA

14. Laboratory for Translational Anatomy of Degenerative Diseases and Developmental Disorders (TAD4), Department of Anatomy and Neurobiology, Boston University School of Medicine, Boston, MA, USA

Abstract

Anatomy Academy is a simultaneous service-learning experience for preprofessional school undergraduate students and preclinical professional students acting as classroom paraprofessional teachers (Mentors), and engaged-learning experience for fourth to sixth grade elementary school children (Students). Using didactic and kinesthetic active learning teaching strategies in small-group classroom environments, Mentors taught anatomy, physiology, and nutrition concepts to Students. In this study of the program’s early years (2012-2014), overall objectives of improving Mentors’ pedagogical confidence; and Students’ science interest, science knowledge, and exercise self-efficacy were assessed. Mentors showed (89% response of 595 surveyed) improvement in content delivery ( P < .001), student engagement ( P < .001), classroom management ( P < .001), and professionalism ( P = .0001). Postprogram Mentor reflections were categorized into 7 major themes that demonstrated personal growth through the service-learning opportunity: (1) realization of an ability to make a difference in the world now; (2) acknowledgment of the importance of listening in teaching; (3) recognition that lives can and will change with “a little love”; (4) insight into the effectiveness of guiding Students through material rather than lecturing; (5) awareness of the value of respect in the learning environment; (6) cognizance of the power of individualized attention to motivate Students; and (7) reflection of one’s own personal growth through the open influence of Students. Students showed (88% response of 1259 surveyed) improvement in science knowledge ( P = .014) and exercise self-efficacy ( P = .038), but not science interest ( P = .371). Thus, while Students are learning more science and becoming more aware of their health, we need to be more overt in our presence as scientists in the educational arena.

Publisher

SAGE Publications

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