Instructor Collaboration Research Articles

THE CREATIVE DEVELOPMENT OF AN INSTRUCTOR IN THE EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY

The article deals with the development of a university instructor through the integration of formal and non-formal education within the framework of the School of Pedagogical Excellence (SPE). The relevance of the topic is confirmed by lack of a system of continuous pedagogical education for instructors of specialized universities. The aim is to study the potential of the SPE and generalize the experience in creating educational and developmental environment for pedagogical creativity. Aт overview of researches in training of teaching doctors is given. Authors present the approaches to the integration of formal and non-formal components of continuing pedagogical education. The empirical base of the research is Volgograd State Medical University. The structure and activities of the SPE are presented. An analysis of the learning outcomes has proved the effectiveness of the concept. The content meets the educational needs of the university staff and provides psychological and andragogical support for the development of specialists and the distribution of innovative experience. The SPE provides opportunities for non-formal education through the exchange of experience and joint projects. The collaboration of instructors in humanitarian, natural, medical and social sciences help to enrich the content of all disciplines with professionally and personally significant values, promoting the joint development of educators and students. The possibility of instant implementation of modern pedagogical technologies due to the parallel additional pedagogical education and the professional activities is valuable. The results can improve the system of continuous pedagogical education for university instructors.

BASIL: A biochemistry laboratory CURE with flexibility across learning modalities

Since 2015, a collaboration of instructors at a diverse range of institutions have developed a biochemistry laboratory curriculum known as BASIL (Biochemistry Authentic Scientific Inquiry Laboratory). Scientific objectives of BASIL focus on characterizing biochemical activities of proteins with known structure and unknown function. BASIL curriculum (freely available on GitHub https://basilbiochem.github.io/basil/) includes modules on computational predictions of protein function, protein purification, and analysis of biochemical activity and kinetics. Three main challenges for our implementation included 1) scaling of research training from the “apprentice” model to the classroom, 2) alignment of course learning objectives, activities and assessments with research goals to create optimal conditions for productive struggle, 3) student buy-in. To understand if/how students in our course develop laboratory research skills, we began assessing anticipated learning outcomes, focusing on students’ evaluation of protein purification experiments. Initial assessment results revealed learning difficulties and led to modifications in instructional activities, including use of simulated experiments. The BASIL curriculum was intentionally designed to provide flexibility in its use in terms of sequencing and scope of experiments, content, and focus to meet desired course learning objectives. This flexibility proved beneficial in maintaining learning objectives when switching from the traditional lab format to online or hybrid delivery necessitated during the COVID-19 pandemic. Using a combination of lecture and video based explanations students were able to investigate their protein of interest completely online. Students working in this format reported gains in knowledge, experience and confidence. We did find that these gains were more pronounced in the bioinformatic experiments and concepts than about their wet-lab counterparts. In order to address these gaps in understanding interactive online resources are under current development by the BASIL team. In addition to addressing the short-term need for a set of coordinated electronic materials for biochemistry laboratory courses, this adaptation of the BASIL curriculum provides a meaningful distance-learning alternative in future years and may serve as a platform to broaden access to quality STEM education to more diverse student populations well after the pandemic has past.

Preparing Students for Globalization Without Traveling: A Multi-Layered Intercultural Technology-Mediated American and Israeli Collaboration

Costly exchange programs are not the only way to achieve global competence. This paper describes a model for the use of collaborative and cost-effective course assignment to develop global competence among student. We used this model to develop and implement a technology-mediated local-global experience between two undergraduate programs: American Teacher Education and Israeli Hotel, Food and Tourism Management. The 2-year collaboration was built on a three-layer pedagogical model: Layer 1 (instructor collaboration), Layer 2 (join task), and Layer 3 (student collaboration). Using pre- and post-project survey data tested three hypotheses: increased assessment and global competencies self-efficacy for American students; and, increased global competencies self-efficacy for Israeli students. Year 1 results supported the hypothesis for Israeli students but failed to support both hypotheses for American students. Subsequent refinements to the three collaboration layers were made. Year 2 results supported all three hypotheses, establishing the potential value of this pedagogical model to implement effective technology-mediated local-global international experiences. Limitations and further studies are discussed.

Student-led learning: a new teaching paradigm for surgical skills

BackgroundCompetency-based education and simulation are being used more frequently in surgical skills curricula. We explored a novel student-led learning paradigm, which allows trainees to become more active participants in the learning process while maintaining expert guidance and supervision. MethodsTwelve first-year orthopedic residents were randomized to either a student-led (SL) or a traditional instructor-led group during an intensive, month-long, laboratory-based technical skills training course. A rigorous qualitative-description approach was used for analysis. ResultsFour prominent themes emerged: instructional style, feedback, peer and instructor collaboration, and self-efficacy. Compared with the instructor-led group, there was more peer assistance, feedback, collaboration, and hands-on and active learning observed in the SL group. ConclusionsThe flexible and socially rich nature of the SL learning environment may aid in development of both technical and nontechnical skills early in residency and ultimately privilege later clinical learning.