Dataset Information

Building Excellence in Scientific Teaching: How Important Is the Evidence for Evidence-Based Teaching when Training STEM TAs?

ABSTRACT: Evidence-based teaching practices (EBTP)-like inquiry-based learning, inclusive teaching, and active learning (AL)-have been shown to benefit all students, especially women, first-generation, and traditionally minoritized students in science fields. However, little research has focused on how best to train teaching assistants (TAs) to use EBTP or on which components of professional development are most important. We designed and experimentally manipulated a series of presemester workshops on AL, dividing subjects into two groups. The Activity group worked in teams to learn an AL technique with a workshop facilitator. These teams then modeled the activity, with their peers acting as students. In the Evidence group, facilitators modeled the activities with all TAs acting as students. We used a mixed-methods research design (specifically, concurrent triangulation) to interpret pre- and postworkshop and postsemester survey responses. We found that Evidence group participants reported greater knowledge of AL after the workshop than Activity group participants. Activity group participants, on the other hand, found all of the AL techniques more useful than Evidence group participants. These results suggest that actually modeling AL techniques made them more useful to TAs than simply experiencing the same techniques as students-even with the accompanying evidence. This outcome has broad implications for how we provide professional development sessions to TAs and potentially to faculty.

SUBMITTER: Patrick LE

PROVIDER: S-EPMC7861211 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Building Excellence in Scientific Teaching: How Important Is the Evidence for Evidence-Based Teaching when Training STEM TAs?

Patrick Lorelei E LE Barron Hillary A HA Brown Julie C JC Cotner Sehoya S

Journal of microbiology & biology education 20210129 1

Evidence-based teaching practices (EBTP)-like inquiry-based learning, inclusive teaching, and active learning (AL)-have been shown to benefit all students, especially women, first-generation, and traditionally minoritized students in science fields. However, little research has focused on how best to train teaching assistants (TAs) to use EBTP or on which components of professional development are most important. We designed and experimentally manipulated a series of presemester workshops on AL, ...[more]

PMID: 33584947

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Project description:Background: There is general consensus that the organizational and administrative aspects of academic study programs exert an important influence on teaching and learning. Despite this, no comprehensive framework currently exists to describe the conditions that affect the quality of teaching and learning in medical education. The aim of this paper is to systematically and comprehensively identify these factors to offer academic administrators and decision makers interested in improving teaching a theory-based and, to an extent, empirically founded framework on the basis of which improvements in teaching quality can be identified and implemented. Method: Primarily, the issue was addressed by combining a theory-driven deductive approach with an experience based, "best evidence" one during the course of two workshops held by the GMA Committee on Personnel and Organizational Development in Academic Teaching (POiL) in Munich (2013) and Frankfurt (2014). Two models describing the conditions relevant to teaching and learning (Euler/Hahn and Rindermann) were critically appraised and synthesized into a new third model. Practical examples of teaching strategies that promote or hinder learning were compiled and added to the categories of this model and, to the extent possible, supported with empirical evidence. Based on this, a checklist with recommendations for optimizing general academic conditions was formulated. Results: The Frankfurt Model of conditions to ensure Quality in Teaching and Learning covers six categories: organizational structure/medical school culture, regulatory frameworks, curricular requirements, time constraints, material and personnel resources, and qualification of teaching staff. These categories have been supplemented by the interests, motives and abilities of the actual teachers and students in this particular setting. The categories of this model provide the structure for a checklist in which recommendations for optimizing teaching are given. Conclusions: The checklist derived from the Frankfurt Model for ensuring quality in teaching and learning can be used for quality assurance and to improve the conditions under which teaching and learning take place in medical schools.

Dataset Information

Building Excellence in Scientific Teaching: How Important Is the Evidence for Evidence-Based Teaching when Training STEM TAs?

Publications

Building Excellence in Scientific Teaching: How Important Is the Evidence for Evidence-Based Teaching when Training STEM TAs?

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