Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017)

Valerie O'Loughlin, Polly R. Husmann, James Brokaw

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.

Original languageEnglish (US)
JournalAnatomical Sciences Education
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

Anatomy
Education
Mentors
Research
Teaching
Learning
Organized Financing
Appointments and Schedules

Keywords

  • American Association of Anatomists
  • anatomical sciences education
  • faculty development
  • medical education
  • medical education research
  • scholarship of teaching and learning (SOTL)

ASJC Scopus subject areas

  • Anatomy
  • Histology
  • Embryology

Cite this

Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017). / O'Loughlin, Valerie; Husmann, Polly R.; Brokaw, James.

In: Anatomical Sciences Education, 01.01.2018.

Research output: Contribution to journalArticle

@article{4795c191207549fdb14dc32903ddb440,
title = "Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017)",
abstract = "Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.",
keywords = "American Association of Anatomists, anatomical sciences education, faculty development, medical education, medical education research, scholarship of teaching and learning (SOTL)",
author = "Valerie O'Loughlin and Husmann, {Polly R.} and James Brokaw",
year = "2018",
month = "1",
day = "1",
doi = "10.1002/ase.1825",
language = "English (US)",
journal = "Anatomical Sciences Education",
issn = "1935-9772",
publisher = "John Wiley and Sons Inc.",

}

TY - JOUR

T1 - Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017)

AU - O'Loughlin, Valerie

AU - Husmann, Polly R.

AU - Brokaw, James

PY - 2018/1/1

Y1 - 2018/1/1

N2 - Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.

AB - Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.

KW - American Association of Anatomists

KW - anatomical sciences education

KW - faculty development

KW - medical education

KW - medical education research

KW - scholarship of teaching and learning (SOTL)

UR - http://www.scopus.com/inward/record.url?scp=85056082152&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85056082152&partnerID=8YFLogxK

U2 - 10.1002/ase.1825

DO - 10.1002/ase.1825

M3 - Article

JO - Anatomical Sciences Education

JF - Anatomical Sciences Education

SN - 1935-9772

ER -