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

Polly R. Husmann, Valerie O'Loughlin, James 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)
JournalAnatomical Sciences Education
DOIs
StatePublished - Jan 1 2019

Fingerprint

Anatomy
Mentors
Education
Research
Research Personnel
Learning
Surveys and Questionnaires

Keywords

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

ASJC Scopus subject areas

  • Anatomy
  • Histology
  • Embryology

Cite this

@article{74f0d0da71ad4fa59b49833cb4f0ec5a,
title = "Knowledge Gains and Changing Attitudes from the Anatomy Education Research Institute (AERI 2017): A Mixed Methods Analysis",
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.",
keywords = "community of practice, education research, faculty development, scholarship of teaching and learning, SOTL",
author = "Husmann, {Polly R.} and Valerie O'Loughlin and James Brokaw",
year = "2019",
month = "1",
day = "1",
doi = "10.1002/ase.1867",
language = "English (US)",
journal = "Anatomical Sciences Education",
issn = "1935-9772",
publisher = "John Wiley and Sons Inc.",

}

TY - JOUR

T1 - Knowledge Gains and Changing Attitudes from the Anatomy Education Research Institute (AERI 2017)

T2 - A Mixed Methods Analysis

AU - Husmann, Polly R.

AU - O'Loughlin, Valerie

AU - Brokaw, James

PY - 2019/1/1

Y1 - 2019/1/1

N2 - 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.

AB - 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.

KW - community of practice

KW - education research

KW - faculty development

KW - scholarship of teaching and learning

KW - SOTL

UR - http://www.scopus.com/inward/record.url?scp=85062942471&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85062942471&partnerID=8YFLogxK

U2 - 10.1002/ase.1867

DO - 10.1002/ase.1867

M3 - Article

AN - SCOPUS:85062942471

JO - Anatomical Sciences Education

JF - Anatomical Sciences Education

SN - 1935-9772

ER -