When the student becomes the teacher: Discovering individual teaching style
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Gayane Hagopian1, Rahul Nohria2
1West Coast University School of Pharmacy Los Angeles, CA, United States.
Purpose:
Insight will be given on the transition from student to teacher along with discovering individual teaching style by utilizing an adaptation of Gibb's model.
Description:
The author will describe her experiences and reflect on her six-week academia advanced pharmacy practice experience (APPE). Additionally, the author will incorporate literature explaining different styles and methods of teaching and how she utilized these to develop her own individual teaching.
Analysis/Interpretation:
The author will share her feelings, evaluation, and analysis on the transformation from student to teacher. She will describe her delivery and feedback of two lectures to first-year pharmacy students and faculty of West Coast University School of Pharmacy. The activities helped her to learn, grow, and prosper into the teacher that she has wanted to become.
Conclusions:
One of the most important discoveries for students on their academia rotation is their teaching style and the importance of using that style to inspire, motivate, and ignite creativity and learning in students. It is crucial to stay true to that teaching style that makes the individual unique.
Implications:
Readers will comprehend the metamorphosis of student to teacher and how an academia APPE promotes growth and self-discovery. Personal reflections and takeaways from these experiences will be discussed. Applying knowledge and self-discovery from an academia APPE related to teaching style will help future students receive the best education possible.
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