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Course‐based prefaculty training program introduces instructional methods, increases instructor self‐efficacy, and promotes professional development
Author(s) -
Bowman Larry L.,
Culhane Kelly J.,
Park Ahrume J.,
Kucera Kaury
Publication year - 2019
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.21326
Subject(s) - medical education , professional development , psychology , self efficacy , graduate students , computer science , instructional design , teaching method , pedagogy , medicine , psychotherapist
Graduate student and postdoctoral teaching assistants receive highly variable preparation for instructional methods because providing such training is often expensive. Therefore, we conducted an intensive, pedagogical boot camp followed by classroom observations, structured professional development discussions about leveraging the experience on the job market, individual exit interviews, and a letter of recommendation. Our data show the participants implemented new pedagogical techniques in their classrooms, showed increased self‐efficacy, and reported appreciation for the training experience. Using a clustering analysis of instructional methods, most participants' classrooms were characterized as peer‐led collaborative work as opposed to more traditional instructor‐led pedagogies. We believe that this low‐cost, prefaculty training leads to demonstrable short‐term outcomes and is a viable option for institutions with limited resources or personnel.