“The science of teaching”: Understanding anatomy demonstrators' pedagogical content knowledge

Abstract Pedagogical content knowledge (PCK) refers to educators' understanding of subject matter integrated with teaching approaches that ensure teaching effectively supports learners' needs. Anatomy demonstrators are temporary or sessional early career educators responsible for facilitating the full spectrum of anatomical learning, yet their understanding and application of PCK are poorly understood. Given the educational value of PCK, this study sought to explore demonstrators' understanding of PCK and identify factors influencing their PCK development. The 11 study participants were current and former anatomy demonstrators at an Australian medical school. Data were collected through seven semi‐structured group and individual interviews and analyzed through reflexive thematic analysis using PCK components as the conceptual framework. Three themes were developed: (1) PCK Familiarity, (2) PCK in practice, and (3) Factors influencing PCK development. While demonstrators had limited explicit familiarity with the PCK concept, multiple PCK elements were implicit within descriptions of their educational practice, such as how their knowledge of content, students and context influenced their specific approach. Factors influencing demonstrator PCK development included educational experience, peer collaboration, reflective practice, embodying feedback and development time. Despite anatomy demonstrators having limited teaching experience, this study highlights the application of several components of PCK within their teaching practices. However, there is a considerable opportunity to further develop this group's PCK and thereby the support of learners. Key implications for demonstrators' supervisors and mentors include supporting professional development opportunities such as educational fellowships, encouraging and facilitating reflective practice, and including PCK in role performance standards.