title: Fostering improved anatomy and physiology instructor pedagogy.
abstract: Despite widespread calls for reform in undergraduate science, technology, engineering, and mathematics education, effecting lasting change in instructor practice is challenging to achieve. This article describes the results of a 2-yr research study that involved efforts to develop the pedagogical expertise of a group of anatomy and physiology instructors at the college level. Data were collected through a series of individual interviews that included the use of the Teacher Beliefs Inventory questionnaire (23) along with observations onsite in participants' college classrooms and at process-oriented guided inquiry learning (POGIL) curriculum writing workshops. Findings indicated attitudinal shifts on the part of participants from teacher-centered to more student-centered pedagogy and supported the benefits of long-term professional development for instructors. Here, we documented the successful progress of these professors as they participated in a curriculum development process that emphasized student-centered teaching with the goal of promoting broader change efforts in introductory anatomy and physiology.
authors.affiliation: California State University-Los Angeles, Los Angeles, California; and amatthe5@calstatela.edu.
authors.forename: Allison
authors.initials: A
authors.lastname: Mattheis
authors.affiliation: University of Minnesota-Twin Cities, Minneapolis, Minnesota.
authors.forename: Murray
authors.initials: M
authors.lastname: Jensen
mesh_terms: D000715:Anatomy / Q000193:education*; D003479:Curriculum / Q000592:standards*; D004521:Educational Measurement / Q000379:methods / Q000592:standards*; D005178:Faculty / Q000592:standards*; D005260:Female; D006801:Humans; D008297:Male; D010827:Physiology / Q000193:education*; D013663:Teaching / Q000379:methods / Q000592:standards*
keywords: instructional change; introductory anatomy and physiology; professional development; undergraduate education