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Conceptions of Learning and Teaching for Faculty Who Teach Basic Science.

Helena Carvalho1, Francis C Dane2, Shari A Whicker3

  • 1Department of Basic Science Education, Virginia Tech Carilion School of Medicine, Roanoke, VA USA.

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PubMed
Summary
This summary is machine-generated.

Faculty teaching conceptions favor active learning, yet experience correlates more with teaching methods. Younger faculty show more student-centered approaches, while older faculty use more teacher-centered methods.

Keywords:
Active learningActive teachingTeaching approachesTeaching methodology

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Area of Science:

  • Medical Education Research
  • Faculty Development
  • Pedagogical Approaches

Background:

  • Faculty conceptions of learning and teaching range from student-centered to content-focused.
  • Teaching approaches encompass methods used by educators, varying in learner engagement.
  • This study investigates the influence of faculty teaching experience on their pedagogical beliefs and practices.

Purpose of the Study:

  • To explore how faculty teaching experience impacts their conceptions of learning and teaching.
  • To determine the relationship between faculty experience and their chosen teaching methods.
  • To test the hypothesis that experienced educators favor active learning strategies.

Main Methods:

  • A cross-sectional survey was administered to Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM).
  • The survey utilized the Conceptions of Learning and Teaching (COLT) scale and collected demographic data.
  • Statistical analyses included Cronbach's alpha for reliability, correlation, chi-square, and ANOVA for relationships and group differences.

Main Results:

  • Survey response rate was 38% (50/130 faculty).
  • Student-centered COLT scores (4.06 ± 0.41) were significantly higher than teacher-centered scores (3.12 ± 0.6).
  • Teacher-centered scores were lower in younger faculty (30-39) compared to older faculty (50-59) and negatively correlated with using multiple teaching methods.

Conclusions:

  • Faculty generally appreciate active learning but often blend traditional lectures with student-centered methods.
  • Teaching experience did not correlate with conceptions but was linked to teaching approaches.
  • Increased time dedicated to teaching correlated with appreciating active learning, and younger faculty were more student-oriented.