Diaz Molly M, Ojukwu Kenechukwu, Padilla Jessica, Steed Kevin, Schmalz Naomi, Tullis Autumn, Mageno Alex, McCleve Jeff, White Erik, Stark M Elena, Morton David A, Seastrand Gary, Ray Gaye, Lassetter Jane, Wilson-Ashworth Heather A, Wisco Jonathan J
David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, USA.
Jonathan and Karin Fielding School of Public Health, University of California, Los Angeles, Los Angeles, CA, USA.
J Med Educ Curric Dev. 2019 Oct 22;6:2382120519883271. doi: 10.1177/2382120519883271. eCollection 2019 Jan-Dec.
Anatomy Academy is a simultaneous service-learning experience for preprofessional school undergraduate students and preclinical professional students acting as classroom paraprofessional teachers (Mentors), and engaged-learning experience for fourth to sixth grade elementary school children (Students). Using didactic and kinesthetic active learning teaching strategies in small-group classroom environments, Mentors taught anatomy, physiology, and nutrition concepts to Students. In this study of the program's early years (2012-2014), overall objectives of improving Mentors' pedagogical confidence; and Students' science interest, science knowledge, and exercise self-efficacy were assessed. Mentors showed (89% response of 595 surveyed) improvement in content delivery ( < .001), student engagement ( < .001), classroom management ( < .001), and professionalism ( = .0001). Postprogram Mentor reflections were categorized into 7 major themes that demonstrated personal growth through the service-learning opportunity: (1) realization of an ability to make a difference in the world now; (2) acknowledgment of the importance of listening in teaching; (3) recognition that lives can and will change with "a little love"; (4) insight into the effectiveness of guiding Students through material rather than lecturing; (5) awareness of the value of respect in the learning environment; (6) cognizance of the power of individualized attention to motivate Students; and (7) reflection of one's own personal growth through the open influence of Students. Students showed (88% response of 1259 surveyed) improvement in science knowledge ( = .014) and exercise self-efficacy ( = .038), but not science interest ( = .371). Thus, while Students are learning more science and becoming more aware of their health, we need to be more overt in our presence as scientists in the educational arena.
解剖学学院为预科本科学生和临床前专业学生提供了一种同步的服务学习体验，这些学生担任课堂辅助教师（导师），同时也为四至六年级的小学生（学生）提供了参与式学习体验。在小组课堂环境中，导师运用讲授法和动觉主动学习教学策略，向学生传授解剖学、生理学和营养概念。在对该项目早期（2012 - 2014年）的研究中，评估了提高导师教学信心以及学生科学兴趣、科学知识和锻炼自我效能感的总体目标。导师们（在595名被调查者中89%做出回应）在内容传授（<.001）、学生参与度（<.001）、课堂管理（<.001）和专业素养（=.0001）方面都有提高。项目结束后，导师的反思分为7个主要主题，这些主题表明通过服务学习机会实现了个人成长：（1）意识到现在有能力在世界上有所作为；（2）认识到倾听在教学中的重要性；（3）认识到“一点爱”就能改变生活；（4）洞察到引导学生学习材料而非讲课的有效性；（5）意识到学习环境中尊重的价值；（6）认识到个性化关注对激励学生的力量；（7）通过学生的开放影响反思自己的个人成长。学生们（在1259名被调查者中88%做出回应）在科学知识（=.014）和锻炼自我效能感（=.038）方面有提高，但在科学兴趣方面没有提高（=.371）。因此，虽然学生们学到了更多科学知识并更加关注自身健康，但我们作为科学家在教育领域的存在感还需要更加明显。
