ERIC Number: EJ1268126
Record Type: Journal
Publication Date: 2020-Aug
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2473-3806
EISSN: N/A
Mentors' Experience in Teaching Basic Science Concepts in the Community Outreach Program, Anatomy Academy: A Phenomenological Study
Adams, Jason S.; Nelson, Heidi M.; Strong, Eric; Wisco, Jonathan J.; Klappa, Susan G.
HAPS Educator, v24 n2 p27-35 Aug 2020
This paper analyzes the lived experience of Doctor of Physical Therapy (DPT) students participating in the service-learning program, Anatomy Academy. To understand this experience, we performed a phenomenological analysis using the reflections of 31 DPT students as they participated as Mentors to 5th grade elementary students. Mentors used active learning strategies to teach topics of anatomy, physiology, and nutrition in small groups. After each teaching experience, Mentors responded to writing prompts as a way to reflect upon these experiences. From these reflections, three overarching themes emerged in describing the Mentors' experience. Our results showed that the Mentors developed an understanding of the power in learning through real-world situations, grew in their ability to work with others, and developed an enhanced personal awareness of self and society. This study emphasizes the importance of service learning in the graduate education of DPT students as they progress to become competent health care professionals.
Descriptors: Graduate Students, Physical Therapy, Service Learning, Mentors, Science Instruction, Elementary School Students, Grade 5, Teaching Methods, Active Learning, Anatomy, Physiology, Nutrition, Small Group Instruction
Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A