通过培训包容性指导和基于课程的本科研究,提高教师在指导方面的自我效能
Sonsoles de Lacalle1, Melissa Soenke1
1California State University.
概括
教师在指导和研究方面的培训可以提高对支持多元化生物医学学生的信心. 这种方法提高了学生在研究职业生涯中的成功.
科学领域:
- 生物医学科学 生物医学科学
- 高等教育 高等教育
- 导师制 导师制 导师制 导师制
背景情况:
- 促进生物医学领域的多样性至关重要,从本科水平开始.
- 在文化上有能力的指导和研究参与是代表性不足的本科生的关键.
- 教师培训对于有效的指导和研究参与至关重要.
研究的目的:
- 评估教师培训对辅导自我效能的影响.
- 评估培训在准备教师指导多样化的学员方面的有效性.
- 确定教师培训是否提高了生物医学教育中高影响力实践的能力.
主要方法:
- 20个生物医学教师参加了两个学期的培训计划.
- 培训重点是指导和基于课程的本科研究经验 (CUREs).
- 训练前和训练后调查数据被比较,以测量自我有效性的变化.
主要成果:
- 教师报告说,在指导生物医学研究学员时,自我效能提高了.
- 对指导生物医学学员的不同群体的自我效能显著提高.
- 培训提高了教师对实施基于研究的教育实践的信心.
结论:
- 专注的,正规的教师培训是有效提高导师技能.
- 改善教师指导可以积极影响生物医学学生的成功.
- 培训举措对于促进STEM领域的多样性和包容性至关重要.
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