Perceived supports and evidence-based teaching in college STEM.

Meghan E BathgateOriana R AragónAndrew J CavanaghJonathan K WaterhouseJennifer FrederickMark J Graham

Published in: International journal of STEM education (2019)

Faculty's perceived supports, not perceived barriers, are most strongly related to their reported implementation of evidence-based teaching. These findings suggest relevant stakeholders devote increased attention identifying and building the factors that promote evidence-based teaching in addition to reducing what inhibits it.

Keyphrases

medical students
social support
depressive symptoms
physical activity
mental health
medical education
healthcare
primary care
working memory
quality improvement