Demonstrator training needs to be active and focused on personalized student learning in bioscience teaching...

Area of Science:

• Bioscience Education
• Pedagogical Training
• Laboratory Instruction

Background:

• Demonstrator training is often neglected in instructional laboratories due to resource constraints.
• Effective demonstrators can significantly enhance student learning experiences.
• Training needs to address cognitive, psychomotor, and affective domains.

Purpose of the Study:

• To assess the impact of extensive demonstrator training on student learning in bioscience practical courses.
• To investigate student and demonstrator perceptions of teaching effectiveness.
• To propose a multimodal training framework for laboratory demonstrators.

Main Methods:

• Two-year study involving 1st- and 2nd-year bioscience students and their demonstrators.
• Assessed impact of extensive demonstrator training on student learning experience.
• Collected feedback from both students and demonstrators on teaching performance and skills.

Main Results:

• All students rated demonstrator performance higher following extensive training.
• Students valued problem-solving skills, with 1st-year students prioritizing inclusivity and 2nd-year students prioritizing subject knowledge.
• Demonstrators' self-perception of teaching ability differed from student feedback, suggesting a need for reflective practice.

Conclusions:

• Multimodal demonstrator training, including inclusivity and reflection, enhances student learning experiences.
• Training should be tailored to the progression of student needs across degree levels.
• The proposed framework is relevant for supporting students in the post-pandemic era.