Is the Sequel Better Than the Original? The Anatomy Education Research Institute (AERI) 2022

Abstract Body : Intro: The Anatomy Education Research Institute (AERI) 2022 was held on July 11 – 14 in Bloomington, IN, on the campus of Indiana University. A total of 63 registered participants (40 accepted applicants and 23 invited speakers) from 22 states and five countries attended the institute. Fifteen of these speakers also acted as mentors for the attendees. This presentation reports on the evaluation of AERI 2022 by these participants, and compares this program evaluation to that of the inaugural AERI 2017.

Methods: The development and format of AERI 2022 was impacted by feedback from AERI 2017 participants and from a task force appointed by the American Association for Anatomy (AAA). The success of AERI 2022 is being measured according to Kirkpatrick’s Four Levels of Evaluation Model. The present research will focus on levels one (reaction) and two (knowledge gains). Assessment of AERI 2022 for the present research is based on pre- and post-conference surveys that were revised from AERI 2017 (IU IRB exempt protocol #15719) to assess the impact of AERI 2022 on both participants (mentees) and invited speakers. Surveys were anonymous, and AERI participants were given random 3-digit numbers to link their pre- and post-conference surveys. Qualtrics survey software was used so the surveys could be administered online.

Results: Quantitative data from the surveys showed the following:
Most respondents (94%) found the 4-day length of AERI 2022 just right, while 6% requested that the institute be shortened. This is an improvement from AERI 2017, which was felt to be slightly too long by 22% of respondents. The 8 am to 5 pm length of each day was viewed as just right (not too long, not too short) by 85% of the respondents.
Several Likert scale questions (scale: strongly agree to strongly disagree) were asked regarding specific aspects of AERI 2022. 100% of respondents agreed or strongly agreed with the statement “The conference was well organized” and “I have a better understanding of educational research methodologies than prior to attending AERI.”
Over 85% agreed or strongly agreed with nine additional statements including “The invited speakers represented a breadth and depth of educational research topics”; “I made at least 1-2 professional connections for future educational research projects”; and “I would recommend future AERI conferences to my colleagues.”
Qualitative data regarding the most useful/helpful parts of AERI 2022 included themes of ‘networking’ and ‘mentorship/guidance’. Regarding the least useful aspects, some respondents commented on individual sessions that were not as helpful to their projects/situation (though they often recognized the need for the session nonetheless). Suggestions for improvement included offering separate AERI conferences for beginners and more advanced researchers. Multiple suggestions were also offered for further improving the mentoring experience (e.g., pairings based on where you are in the project instead of topics). One possibility was to have a mentor orientation session the evening before AERI begins. This addition could help the mentors better understand the plan for the institute and also review the research ideas provided on their mentees’ application materials.

Conclusions: AERI 2022 continues to improve on the success of AERI 2017. These continued positive findings emphasize the need for programs like this to support anatomy faculty professional development, and for professional organizations like AAA to help fund such endeavors.