Who is the Teacher and Who is the Student? The Dual Service- and Engaged-Learning Pedagogical Model of Anatomy Academy

Abstract

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 ( P < .001), student engagement ( P < .001), classroom management ( P < .001), and professionalism ( P = .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 ( P = .014) and exercise self-efficacy ( P = .038), but not science interest ( P = .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.

Designing High Structure Courses to Promote Student Engagement

“…Few research projects have focused on a graduate student population (Lu and Lambright 2010), nor has a study related the results of a service-learning experience to the core values of professionalism in physical therapy. There are also few teaching opportunities for preclinical health care professionals (Diaz et al 2019), let alone research that has studied the effect of these teaching experiences.…”

“…Service learning can be described as an opportunity to apply knowledge and principles from formal education to benefit the members of a community and in turn, enhance the learning of the participant through hands-on experience and real-life situations (Valerius and Hamilton 2001;Munter 2002;Diaz et al 2019). Service learning also provides an environment for the participant to develop interprofessional teamwork skills, self-awareness, social responsibility, professional skills, and career-related activities (Astin and Sax 1998;Eyler and Giles 1999;McKenna and Rizzo 1999;Primavera 1999;Gray et al 2000;Valerius and Hamilton 2001;Bennett et al 2003;Diaz et al 2019). Service learning is unique from other types of learning or from volunteering, as participants and recipients in the program benefit symbiotically (Sigmon and Pelletier 1996).…”

“…Anatomy Academy is described as a service-learning experience for both undergraduate and graduate students participating as Mentors to elementary school children (Students) in interactive teaching and learning experiences (Diaz et al 2019). Mentoring is an educational approach in developing a student's ability to work with others, resolve conflict, understand the value of community involvement, and build leadership skills (Barton-Arwood et al 2000;Wells and Grabert 2004).…”

“…Mentoring is an experience that allows the participant to apply knowledge in a real-world setting, examine self and society, and grow in confidence (Schmidt et al 2004). Mentoring benefits the participant in many different ways, including improvement in content delivery and professionalism (Diaz et al 2019).…”

“…The Anatomy Academy program was used with the idea that mentoring will begin to shape the graduate students' professionalism (Steed 2015) that would be beneficial to the DPT students' progression in becoming a competent physical therapist and to serve the elementary students at a multicultural, low income school. In addition, this experience gave the DPT students an uncommon opportunity to teach, as there are a lack of preclinical teaching opportunities for health care professionals (Diaz et al 2019). Teaching is a vital skill for health care professionals that may be overlooked in preclinical education.…”