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Students Teaching Students: What Do Graduate Student Instructors Gain from Teaching Study Skills to Undergraduates?
Author(s) -
Raborn Casey,
Schaefer Audra
Publication year - 2020
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.2020.34.s1.03580
Subject(s) - thematic analysis , medical education , psychology , protocol (science) , graduate students , undergraduate research , qualitative research , medicine , alternative medicine , social science , pathology , sociology
In recent years there have been several anatomy education doctoral programs that have emerged to train future educators and educational researchers in response to the growing demand for high quality anatomy educators. These programs are still quite novel, which merits examination of experiences gained by students currently enrolled in or those who have graduated from such programs as a means for determining how to best prepare individuals to effectively teach undergraduate and graduate/professional students in the basic sciences. This phenomenological study (IRB Protocol 2018‐0214) aimed to examine the experiences of individuals who, as graduate students, taught an optional 1‐credit hour learning skills course to undergraduate anatomy students. This course, MSCI M100, was designed to guide undergraduate students in developing effective study skills that would aid them as they concurrently complete an anatomy course. Seven individuals took part in a semi‐structured interview and their first‐person experience gained through teaching the undergraduate study skills course was described. Each of the individuals taught the course at least once during their time as a graduate student. Once the interviews were transcribed, thematic analysis of the interview transcripts was completed in which the transcripts were read and coded. These codes were further refined to capture common themes among the participants’ experience in teaching this course. Thorough investigation of the experiences these individuals gained when they taught MSCI M100 will help to determine the impact teaching this course has had in shaping these individuals as future educators in undergraduate or professional schools, and whether teaching this course, or similar courses, is a valuable experience that could be recommended for students in other (similar) programs.