Bench to Bedside: The Effectiveness of a Professional Development Program Focused on Biomedical Sciences and Action Research

Autor/inn/en	Darwiche, Houda A.; Barnes, Marianne B.; Barnes, Lehman W.; Cooper, Lou Ann; Bokor, Julie R.; Koroly, Mary Jo
Titel	Bench to Bedside: The Effectiveness of a Professional Development Program Focused on Biomedical Sciences and Action Research
Quelle	In: Science Educator, 26 (2017) 1, S.32-47 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3277
Schlagwörter	Secondary School Teachers; Mentors; Faculty Development; Action Research; Criticism; Biomedicine; Science Instruction; Biotechnology; Entrepreneurship; Medical Research; Medical Schools; Feedback (Response); Networks; Research Skills; Science Teachers; Summer Programs; Teaching Skills; Teaching Methods; Program Implementation; Program Evaluation; Scientists + Suchen Sie Ihr Suchwort? Projektforschung; Kritik; Biomedizin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biotechnologie; Unternehmungsgeist; Medizinische Ausbildung; Forschungsleistung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sommerkurs; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Programme evaluation; Programmevaluation; Scientist; Wissenschaftler
Abstract	A three-year, National Institutes of Health-funded residential project at a southeastern research university immersed 83 secondary science teachers in a summer institute called "Bench to Bedside." Teachers were provided with knowledge, skills, experiences, and incentives to improve their science teaching skills and increase their awareness of scientific processes, technologies, and careers through examination of the translational medicine continuum of basic to clinical research. This was done with the help of medical school researchers, clinical personnel, biotechnology entrepreneurs, program mentors, and participants from the previous year. A critical component of the institute was the preparation and implementation of an action research project that reflected teachers' newly acquired knowledge and skills. Action research proposals were critiqued by project team members and feedback was provided prior to action research implementation in schools during the following year. Teachers shared their action research with colleagues and the project team at a symposium and online as a critical step in networking the teachers. Results of a mixed methods program evaluation strategy, including data derived from open and closed survey items as well as program observations, indicate that the program produced significant gains in teachers' confidence to explain advanced biosciences topics, development of action research skills, and formation of a statewide biosciences network of key stakeholders. (As Provided).
Anmerkungen	National Science Education Leadership Association. P.O. Box 3406, Englewood, CO 80155. Tel: 720-250-9583; Fax: 303-200-7099; Web site: https://www.nsela.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01