Fostering improved anatomy and physiology instructor pedagogy

Allison Mattheis, Murray Jensen

Research output: Contribution to journalArticlepeer-review

18 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)321-329
Number of pages9
JournalAdvances in Physiology Education
Issue number4
StatePublished - 2014

Bibliographical note

Publisher Copyright:
© 2014 The American Physiological Society.


  • Instructional change
  • Introductory anatomy and physiology
  • Professional development
  • Undergraduate education


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