Providing pedagogy education for aspiring instructors at institutions without formal pedagogy curriculum or undergraduate populations (Record no. 86495)
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| 000 -LEADER | |
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| fixed length control field | nab a22 7a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 181227b xxu||||| |||| 00| 0 eng d |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370 / Cof |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Coffman, Kirsten E. et al |
| 245 ## - TITLE STATEMENT | |
| Title | Providing pedagogy education for aspiring instructors at institutions without formal pedagogy curriculum or undergraduate populations |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | p.14 - 20 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | 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. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Undergtaduate research - medicine - mentoring; |
| Topical term or geographic name as entry element | Undergtaduate research - bio-medical science - mentoring |
| Topical term or geographic name as entry element | Undergraduates - teaching; |
| Topical term or geographic name as entry element | Pedagogy education |
| Topical term or geographic name as entry element | Undergraduate research - medicine |
| Topical term or geographic name as entry element | Undergraduate research - medical science |
| 773 0# - HOST ITEM ENTRY | |
| Host Biblionumber | 81054 |
| Place, publisher, and date of publication | National Science Teachers Association Arlington |
| Other item identifier | S404 |
| Title | Journal of College Science Teaching, 48(2), November 2018 |
| International Standard Serial Number | 0047-231X |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://www.nsta.org/publications/browse_journals.aspx?action=issue&thetype=all&id=116134 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| Item type | Journal Article |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Permanent location | Current location | Date acquired | Full call number | Barcode | Date last seen | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Article | HBCSE | HBCSE | 2018-12-27 | 370 / Cof | ar3606 | 2018-12-27 | Journal Article |