Coffman, Kirsten E. et al
Providing pedagogy education for aspiring instructors at institutions without formal pedagogy curriculum or undergraduate populations - p.14 - 20
Mayo Clinic annually trains over 1,000 predoctoral students and
postdoctoral research fellows in medicine and biomedical sciences. However, training opportunities are limited for those interested in teaching and mentoring undergraduates. Predoctoral students sought to provide practical, trainee-led, pedagogical learning opportunities. A survey sent to trainees regarding preferred pedagogy education format guided development of the Twin Talk. A Twin Talk is two sessions; first, a content expert discusses a pedagogical technique (Take-in), and second, volunteers practice the technique (Try-out). The success of each Twin Talk was evaluated via survey. Trainees preferred workshop-style pedagogy opportunities (N = 141
of 198 responses). Eighty-seven trainees have attended a Twin
Talk, and 75% of Take-in attendees had a satisfactory understanding of the material. Trainees favored in-person expert presenters over videoconferencing. Modeling of the teaching technique was well-received (N = 9 of 10). In conclusion, Twin
Talks show promise for trainee-led pedagogy experiences; however, Try-out participation has been limited. In-person expert presentations that utilize the technique are preferred at Take-in sessions. The Twin Talk will be refined to increase trainee
participation in the Try-out sessions.
Undergtaduate research - medicine - mentoring;
Undergtaduate research - bio-medical science - mentoring
Undergraduates - teaching;
Pedagogy education
Undergraduate research - medicine
Undergraduate research - medical science
370 / Cof
Providing pedagogy education for aspiring instructors at institutions without formal pedagogy curriculum or undergraduate populations - p.14 - 20
Mayo Clinic annually trains over 1,000 predoctoral students and
postdoctoral research fellows in medicine and biomedical sciences. However, training opportunities are limited for those interested in teaching and mentoring undergraduates. Predoctoral students sought to provide practical, trainee-led, pedagogical learning opportunities. A survey sent to trainees regarding preferred pedagogy education format guided development of the Twin Talk. A Twin Talk is two sessions; first, a content expert discusses a pedagogical technique (Take-in), and second, volunteers practice the technique (Try-out). The success of each Twin Talk was evaluated via survey. Trainees preferred workshop-style pedagogy opportunities (N = 141
of 198 responses). Eighty-seven trainees have attended a Twin
Talk, and 75% of Take-in attendees had a satisfactory understanding of the material. Trainees favored in-person expert presenters over videoconferencing. Modeling of the teaching technique was well-received (N = 9 of 10). In conclusion, Twin
Talks show promise for trainee-led pedagogy experiences; however, Try-out participation has been limited. In-person expert presentations that utilize the technique are preferred at Take-in sessions. The Twin Talk will be refined to increase trainee
participation in the Try-out sessions.
Undergtaduate research - medicine - mentoring;
Undergtaduate research - bio-medical science - mentoring
Undergraduates - teaching;
Pedagogy education
Undergraduate research - medicine
Undergraduate research - medical science
370 / Cof