Knowledge Gains and Changing Attitudes from the Anatomy Education Research Institute (AERI 2017): A Mixed Methods Analysis

Polly R. Husmann, Valerie D. O’Loughlin, James J. Brokaw

Research output: Contribution to journalArticle

Abstract

The inaugural Anatomy Education Research Institute (AERI 2017) was held in Bloomington, Indiana in July of 2017. This workshop style conference paired experienced educational researchers (invited speakers) with individuals interested in learning more about the field (accepted applicants). In 2017, AERI was held over a five-day period and entailed plenary style presentations, break-out sessions, and specific times for small group mentorship. All participants (applicants and invited speakers) completed a pre-conference survey at the beginning of the institute and a post-conference survey at the end of the institute. Both surveys included categorical and Likert scale questions as well as open-ended questions for participant feedback. Quantitative and qualitative analyses indicate that both applicants and speakers increased their knowledge of anatomy education research, but that additional obstacles remain. Funding, time, and a lack of respect for the field remain problematic for faculty that wish to complete educational research. Mentorship and a community of practice also emerged as major themes necessary for educational research to be successful.

Original languageEnglish (US)
Pages (from-to)192-205
Number of pages14
JournalAnatomical Sciences Education
Volume13
Issue number2
DOIs
StatePublished - Mar 1 2020

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Keywords

  • SOTL
  • community of practice
  • education research
  • faculty development
  • scholarship of teaching and learning

ASJC Scopus subject areas

  • Anatomy
  • Histology
  • Embryology

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