Expansion of Personas to Guide Professional Development in Implementing Evidence-Based Practices in Diverse Institutions
Amy K. Dunbar‐Wallis, Patricia Zagallo, Annie Meeder, Zachary Schwartz, Emma Groenevelt, Teresa M. Bilinski, Deidre M. Jaeger, Lisa A. Corwin · CBE—Life Sciences Education · 2025
becomes a central feature that influences not only their learning, but also that of those around them. Participant identities, expectations, and teaching philosophies all influence the success of PD. In 2019, Zagallo and colleagues developed a set of personas to characterize how instructors show up in these settings. We are expanding on this prior study to include instructors from diverse institution types participating in a different PD context. To validate the existing personas and generate potential new personas, we followed Zagallo's stepwise procedure that included the collection of multiple types of data (interview transcripts, PD observations, meeting observations) over a 2-y period, qualitative analysis and triangulation of data, creation of skeletons that could be further developed into personas, description and refinement of skeletons into personas, and validation of the personas. Themes from the original study were also captured in this study: knowledge of students, teaching values, approaches to innovations, and perceived barriers. Four personas from the original paper were refined, and two new personas (Riley the Rookie and Ash the Advocate) were identified; both arose from institutional contexts not present in the prior research.