Dr. Libby Bradley is still early in her career as an anatomist and researcher in the field of anatomy education research, having only recently graduated from the University of North Texas Health Science Center and accepting her first faculty position at Michigan State University. But in a short time she has become a prominent figure within the American Association of Anatomy (AAA), having won the Education Research Scholarship at Anatomy Connected 23 meeting in Washington, DC. Her journey from an undergraduate struggling with anatomy to a dedicated educator and researcher is an inspiring testament to the transformative power of education. In this member spotlight, we delve into Dr. Bradley's pedagogical research and her early experience with anatomy, which ignited her passion for teaching. We also explore the profound question: Why do we research how to teach?
Dr. Bradley's academic journey began at Central Michigan University, where she pursued a Bachelor's degree in exercise science. Uncertain about her career path, she found direction through a mentor who encouraged her to pursue a Master's degree in exercise physiology, also at Central Michigan University. During her Master's program, she discovered her love for teaching anatomy and realized that this was where her passion truly lay.
However, the road to her current position as an anatomy educator and researcher was not without its challenges. Dr. Bradley confessed to initially experiencing imposter syndrome, a feeling of inadequacy common among academics. This self-doubt persisted even as she progressed in her career. Fortunately, her involvement in AAA played a significant role in overcoming imposter syndrome, as she encountered experienced professionals who openly discussed their own struggles with it. This camaraderie and support within AAA have been instrumental in her personal and professional growth, especially when attending her first in-person annual meeting in Philadelphia, “My first one was in Philly, and I was absolutely terrified, but I had no reason to be…Everyone was so excited that they saw graduate students and wanted to mentor…It was so welcoming.”
Dr. Bradley's research focuses on pedagogy, particularly active learning in anatomy education. Her journey into this niche field was sparked by her own undergraduate experience with anatomy. She recalled retaking an anatomy course and initially struggling with the subject. However, her determination led her to embrace active learning, which eventually led to her understanding and mastery of the subject. Her personal journey served as the catalyst for her research into effective teaching methods.
The COVID-19 pandemic compelled her to pivot and adapt her research focus, resulting in an examination of active learning in online anatomy courses. Her work strives to understand which active learning techniques resonate with students, whether in online or in-person settings. She seeks to uncover the preferences and experiences of learners, allowing educators to tailor their teaching methods accordingly. Dr. Bradley's passion for teaching and research extends beyond the classroom. She takes pride in guiding her students through the process of overcoming initial fears and hesitations when working with human donors. Witnessing the transformation of her students, from apprehensive beginners to confident anatomists, brings her immense satisfaction. “I loved being that person that could make it less overwhelming. I really enjoyed watching the light bulb go off in my students.”
Reflecting on her journey, Dr. Bradley believes that her love for anatomy stems from her fascination with the human body's intricacies, “I loved any type of movement of the body and all the endorphins it created.” But when answering the question of why research how we teach, it was her early experiences as an undergraduate struggling with the subject. These challenges motivated her to find better ways to teach and learn anatomy, ultimately driving her to pursue a career in anatomy education research. “I love to tell my students I actually had to retake anatomy. I hated it. It was too overwhelming.” To state it plainly, Dr. Bradley researches how we teach anatomy to make sure that her students need not feel overwhelmed while learning the subject she loves.
Dr. Libby Bradley's story serves as an example of how adversity can lead to a lifelong commitment to education and research. Her dedication to improving anatomy education through pedagogical research has made her an invaluable member of the American Association of Anatomy, and her passion for teaching continues to shape the future of anatomical education. Dr. Bradley's journey reminds us that the pursuit of knowledge and the desire to enhance teaching methods can transform lives and inspire others to do the same.