![]() ![]() ![]() Responses were coded and analyzed for themes related to teaching goals, methods, and prior experiences. Semi-structured interviews were conducted with eleven experienced health mentors. This exploratory qualitative study investigated the teaching practices and experiences that prepared patient educators for their roles in a longitudinal interprofessional Health Mentors program. This discussion explores the potential role of leveraging existing communities of practice into Professional Learning Communities in order to shift the attention toward student experiences while more clearly defining the goals, roles and expectations in STEM.īenefits of the active involvement of patients in educating health professionals are well-recognized but little is known about how patient educators facilitate student learning. As a result, educators often struggle with creating STEM experiences and programs that truly integrate each of the disciplines in a meaningful way. ![]() STEM and the various other iterations in which it is found, represents a challenge in education, as there are often many intersecting cultures, epistemologies, practices and expectations that are unique to each of the represented fields. However, there are ongoing issues with reforming education to meet these goals as well as the recruitment and retention of students in these fields. Innovation and workforce preparation play a large role in the push to increase scientific literacy, thinking skills and high-skilled personnel. In the modern educational era, there is an increasing focus on Science, Technology, Engineering and Math (STEM) education. ![]()
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