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Analyzing the Knowing‐Doing Gap of Pedagogy Implementation by Near‐Peer Pre‐Professional Anatomy Lab Teachers
Author(s) -
Malmgren Lauren E.,
Smith Devon T.,
Read Chloe C.,
Nguyen Sarah E.,
Arrington Derek D.,
Brennan Tyler A.,
Sullivan Jessica A.,
Dawson Danny D.,
Day D. Clark,
Foulk Corey A.,
Gamble Elyce M.,
Jenkins Preston R.,
Myers Emma J.,
Nielson Amanda,
Stout Robert O.,
Tenney Heath A.,
Wayment Aspen,
Wisco Jonathan J.
Publication year - 2018
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2018.32.1_supplement.633.4
Subject(s) - likert scale , interpersonal communication , thematic analysis , psychology , medical education , professional development , pedagogy , mathematics education , qualitative research , medicine , social psychology , developmental psychology , social science , sociology
Training pre‐professional Teaching Assistants (TA's) in the art of pedagogy is a first step toward mastery of the ACGME Core Competencies of Patient Care, and Interpersonal and Communication Skills. The Knowing‐Doing Gap (KDG) of implementing training into practice is a common problem in the field of medical education. We wanted to identify the specific factors that contributed to the KDG for near‐peer pre‐professional Gross Anatomy TA's toward implementing new teaching strategies. A 6‐week pedagogy training program was implemented in which Anatomy Lecture TA's instructed peer Lab TA's on a variety of teaching strategies applicable for any of the three different lab classroom formats: Didactic Lab (DL), Open Lab (OL), unsupervised Free Lab (FL). The goal of the program was to improve the teaching skills of the Lab TA's and identify barriers to pedagogy implementation. Following the completion of the training program, we asked lab TA's to complete an IRB approved reflection through Qualtrics that assessed their implementation of teaching strategies. Questions included both Likert and free response formats. Likert data were expressed as percentage of respondents. Free response data were analyzed using a grounded theory approach, beginning with constructing a word cloud to reveal the most frequent words used in responses that informed subsequent detailed thematic qualitative analysis. Of our 63 Lab TA's, 46 responded (73%) to the survey. We analyzed the use of six teaching strategies. Flipped classroom style and facilitating justification reasoning were used most frequently in DL (17.2%, 48.78%). Peer teaching and gamification were used most frequently in OL (24%, 18.4%). Second order questions and case‐study methods were used most frequently in FL (48.75%, 20.73%). Lab TA's reported that gamification was the most difficult to implement. Across pedagogies, inadequate time to implement, student under‐preparation and/or disinterest in the pedagogical technique as a help for learning the material, were the principal factors that contributed to the KDG in the Anatomy Lab. Future studies will examine methods to overcome barriers toward implementing novel pedagogical techniques. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .