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An initiation into teaching for graduate students.
1Department of Physiology, School of Medicine and Biomedical Sciences, State University of New York, Buffalo 14214.
The American Journal of Physiology
|December 1, 1989
Summary
This course enhances science communication and problem-solving skills for educators. Students practice teaching techniques and discuss pedagogical challenges in higher education.
Area of Science:
- Medical Education
- Physiology Pedagogy
Background:
- Effective communication and problem-solving are crucial for educators in higher education.
- Traditional medical education often lacks specific training in pedagogical skills.
Purpose of the Study:
- To describe a one-credit course designed to improve teaching and learning in physiology.
- To foster a problem-solving approach to educational challenges faced by physiology instructors.
Main Methods:
- Course curriculum focused on practical teaching skills.
- Students engaged in lecturing, developing examination questions, and problem-based discussions.
- Active participation in a peer-learning environment.
Main Results:
- Students gained practical experience in instructional design and delivery.
- Enhanced ability to address complex teaching and learning scenarios.
- Improved confidence in communication and pedagogical strategies.
Conclusions:
- The course effectively equipped physiology students with essential teaching competencies.
- This model can be adapted to other scientific disciplines to improve educational training.
- Investing in pedagogical training enhances the overall quality of science education.