Date

7-15-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Ellen Ziegler

Keywords

teacher-centered, student-centered, phenomenology, experiential learning

Disciplines

Education

Abstract

The purpose of this phenomenological study was to discover the challenges for traditionally teacher-centered medical faculty incorporating student-centered learning at the Pharmacy College. The theory guiding this study is Kolb's theory on experiential learning, as it shows how individual experiences provide insight into areas of challenges, especially in teaching methods. This study aims to answer the question of how traditional teacher-centered faculty incorporate student-centered learning experiences to ensure the end result for students in the medical education curriculum. This study includes 12 full-time faculty at a single rural graduate-level degree medical school. The medical institution of a rural graduate-level medical degree institution is the setting for this study. The study utilizes semi-structured individual interviews, document analysis, and questionnaires to perform data collection. The analysis follows Moustakas's approach to transcendental phenomenological studies, guiding the study through steps to ensure the end result provides quality results. The study revealed insight into the lived experiences of practicing faculty within medical education with the following themes: incorporating student-centered learning, challenges in transition, benefits of student-centered learning, and preparation strategies. The study showed a significant amount of medical education faculty incorporate student-centered learning. It also demonstrated that time is a significant factor in this style of teaching. Though this study focused on faculty interpretations, the data collected can show relevance to how students are affected by the time constraint of student-centered learning.

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