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Related Experiment Video

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Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

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'We have different needs': Specifying support for classroom and clinical sessional educators.

Abigail Grover Snook¹, Asta B Schram², Solveig A Arnadottir¹

¹Department of Physical Therapy, Faculty of Medicine, School of Health Sciences, University of Iceland, Reykjavik, Iceland.

Medical Education

|February 22, 2020

Summary

Classroom and clinical educators need different support for teaching quality. Classroom educators require more connectedness, appreciation, and learning system access, while both value feedback and fair pay.

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Area of Science:

Health Professions Education
Faculty Development
Physical Therapy Education

Background:

Sessional educators in both classroom and clinical settings are crucial for student learning but often overlooked in faculty development.
Understanding their unique experiences and needs is vital for enhancing teaching quality.

Purpose of the Study:

To contrast the experiences and perceived needs of classroom and clinical sessional educators in physical therapy.
To identify specific areas for faculty development and support to improve teaching quality.

Main Methods:

Three focus groups were conducted with 11 physical therapy sessional educators (4 clinical, 7 mixed clinical/classroom).
A critical theory research paradigm and thematic analysis were employed, informed by prior survey data.

Main Results:

Classroom educators reported greater needs for connectedness, appreciation, and learning management system access compared to clinical educators.
Both groups desired feedback on teaching, orientations, communication, better salary, and clinical workplace support.
Needs varied based on teaching hours, with those teaching more hours having greater differences.

Conclusions:

Effective faculty development requires understanding the diverse needs of sessional educators.
Individualized, contextual support and administrative action are essential for improving the experience and effectiveness of sessional educators.
Investing in classroom educators, particularly those teaching more hours, can enhance overall health science teaching quality.