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Summary
Summary
This research paper examines Professor Maggie Tobar's academic and professional journey, focusing on her contributions to health literacy. It uses classroom observations, a Zoom interview, and career analysis to analyze her teaching methods, motivations, and impact. Tobar's commitment to bridging healthcare knowledge and patient understanding is highlighted, as well as her focus on creating an engaging learning environment. The paper also discusses her academic background, including a Bachelor's and Master's degree in health-related fields, and her ongoing doctoral studies. It also highlights her personal experiences, including her immigrant background and passion for health communication. The paper emphasizes the importance of health literacy in improving patient outcomes and the impact of effective teaching in higher education.
Researching and exploring the academic and professional backgrounds of a professor can reveal the information and innovations they have contributed to their field of study. The stereotypes of a professor, educational background, personal motivation, and work-life balance of Professor Tobar will work to demonstrate how their work is leading the way for their lives. The approach Professor Tobar uses in her work will be examined.
The first step in my research plan was to identify a healthcare profession that did not involve clinical work or direct patient contact. That’s when I thought, “Why not research my introduction to a Health Professions professor?” I wanted to research Professor Tobar because of the work she does in healthcare that mainly focuses on health literacy rather than clinical research. I was fond of her because she teaches health literacy to her community as well as her students. I observed her by going to her different lectures; such as HCR- 110, 210, and 220 to see if the way she taught changed from one class to another, and how she managed to keep the class engaged and actively participating. Professor Tobar was assigned a normal lecture hall in the Health North building with approximately 200 students. On November 15th at noon, I conducted a one-hour Zoom interview with Professor Tobar, approaching both the interview and my observations with curiosity and persistence.
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Moreover, a stereotype or a preconceived idea professors often face is that they do not necessarily engage with the students teaching in a lecture hall. Many students think that professors are distant, unapproachable, and mainly focused on lecturing without engaging their students. This picture, however, fails to accurately represent the spectrum of personalities and teaching philosophies present in university. In actuality, a number of instructors dedicate themselves to creating a vibrant, participatory classroom where interaction and communication are valued highly. For example, Professor Tobar understands that effective teaching goes beyond simply delivering content. It involves creating a space where her students feel comfortable asking questions and expressing their ideas. She keeps the learning process engaging and relevant by using diverse teaching methods, such as asking questions to ensure understanding, assigning group tasks, and incorporating real-world examples and stories. Moreover, Professor Tobar prioritizes communication and engagement often to see better academic outcomes from her students. Professor Tobar mentions, “I want to get to know them and get to know what they are passionate about, and then try to connect them with resources or try to motivate them” (M. Tobar, personal communication, December 15, 2023). This supportive approach from a professor can make a significant difference in a student's academic journey, promoting a positive and productive learning environment.
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Professor Tobar's skills and reputation have been significantly enhanced by the solid academic foundation she has developed. She started her academic career by majoring in Nursing but realized it wasn’t for her because where she lived, in El Salvador, she didn’t have much access to education such as heavy science classes. Then, in 2015 she moved to the USA and knew she wanted to be in healthcare, so Dr. Sang introduced her to community health. But, while researching community health she found health literacy she claimed, “I graduated with my bachelor's, in 2018” (M. Tobar, personal communication, December 15, 2023). Soon after she graduated with her master's degree she was offered to teach HCR- 120, 210, 220 classes here at ASU, she revealed, “... (in) 2021 I did my master's, and from 2021 until now I'm doing my doctorate and I was able to start working at ASU as an instructor” (M. Tobar, personal communication, December 15, 2023). To teach health literacy, a master's and bachelor's degree is needed. She claims, “It never seems like a job, and that's why I love it” (M. Tobar, personal communication, December 15, 2023). Through her teachings and her background, it is visible that Professor Tobar knew from a young age that she belonged in healthcare and found her way to health literacy. Throughout her educational journey, Professor Tobar has consistently demonstrated a commitment to academic excellence and a passion for advancing the field. Her extensive education has not only equipped them with deep theoretical knowledge but also with practical skills that continue to influence her research and teaching today.
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Professor Tobar's motivation in the field of health literacy stems from a deep-seated commitment to bridging the gap between medical knowledge and patient understanding. This passion was ignited early in their career, when she wanted to be in healthcare but not clinical. These experiences highlighted the critical need for clear and accessible communication in healthcare. One pivotal moment that fueled Professor Tobar’s dedication was when she came to the US and saw how many people tried and still struggled to understand health literacy. She saw how a lack of health literacy knowledge could lead to patients struggling to follow treatment plans or understand their diagnoses. Professor Tobar stated, “I would see other patients like me, who spoke Spanish, that were not able to access or understand how to use the services” (M. Tobar, personal communication, December 15, 2023), this realization drove her to pursue advanced studies in health communication, with the goal of developing strategies to make health information more comprehensible and actionable for all individuals, regardless of their background. Professor Tobar's motivation comes from having observed family members and friends struggle with health issues due to misunderstandings, miscommunications, or just simply not knowing how the insurance programs work. Her research and teaching have been driven by her personal connection to the issue, which has also inspired her to develop advanced educational materials and tools that allow people to take charge of their own health. Professor Tobar seeks to improve health communication by ensuring students acquire the knowledge and skills needed to make informed health decisions, while also enhancing health literacy. Her attempts to raise health literacy are still motivated by her own personal goals, which have a real impact on the lives of numerous people. Community outreach is also important in the field of health literacy, where professors strive to bridge the gap between medical knowledge and public understanding.
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Balancing work and personal life is a significant challenge for many professors. In the field of health literacy, professors not only have to manage their teaching responsibilities but also engage in extensive research and community outreach. Research on the other hand is another critical component of a professor's role, especially in health literacy. Conducting studies, writing papers, and attending conferences are essential for advancing knowledge and staying current in their field. When I asked Professor Tobar how she maintains a well-balanced life with being a teacher, student, wife, and mother she answered wonderfully. She expressed, “In life, you're always juggling balls. But there are some balls that are plastic, glass, and or sturdy. If you throw them really hard, some are going to shatter. But maybe if they fall they won't shatter as easily like a plastic ball. So when I am always juggling I think What is it right now? What are my glass balls? What are my glass balls and those I keep in the air and those that are plastic? I put them on the floor, you know. So that's how I tell the students. What are balls that cannot be put down and what are balls that can be put down for the day" (M. Tobar, personal communication, December 15, 2023). She gave me an example saying that one of her glass balls is her faith (God), she can never put it down because if she does all the other balls are put down, but an assignment she needs to do can be put down and done another day. This is one of the tricks she uses to get through hard times and life.
Achieving a work-life balance as a professor in the field of health literacy requires careful planning and time management. By setting clear boundaries, integrating various responsibilities, and leveraging collaborative efforts, she manages her duties effectively while also enjoying personal time and activities. This balance is crucial not only for her well-being but also for her effectiveness as an educator and researcher.
After overcoming numerous challenges in the past, Professor Tobar is now the teacher she is today, working at her ideal job. Since she began attending school in 2015, she has been motivated to achieve great things by educating everyone about health literacy, from her classmates to her community. Since many individuals in my community also have trouble with laws and regulations, I hope to be like her and follow in her footsteps. I want to be the one to assist them in the best way possible.
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Appendix A
Appendix A
Question: Do you want to start off by introducing yourself?
Answer: "AH, YES! My name is Maggie Tobar, and I am a professor at Asu. I teach the HCR classes Introduction to the Healthcare system, ethics, healthcare, culture, and diversity. I have been teaching since 2021. My background is a bachelor's in community health. My master's is in education, and my doctorate is in health sciences...And that's my background. So I'm not a clinician. My focus is health literacy."
Question 1: What inspired you to pursue a career in health career education, and how did your personal journey shape your teaching philosophy?
Answer 1: “I started as a nurse. I was doing my bachelor's in nursing, but I was not doing well, because I grew up in El Salvador, and I didn't have access to a lot of education that involved heavy sciences like chemistry or biology. So I had 0 knowledge before when I started. My bachelor's in 2015, and I was struggling, but I always knew I wanted to do something in healthcare, but my dream was to become a clinician. I had an amazing advisor who asked me what it was that I wanted to do the most. And I said, I really like teaching, and I love health. And that advisor said, Well, guess what community health and public health is all about, and that started my journey. Also, I did an internship as an undergraduate, and at that point of time I was extremely ill.”
Question 2: How many years of schooling did it take for you to become a professor?
Answer 2: “So right now. So I've been nonstop at school since 2015. So between 2015 and 2018, I graduated with my bachelor's, and then from 2018 to 2021 I did my master's, and from 2021 until now I'm doing my doctorate and I was able to start working at Asu as an instructor.”
Question 3: What motivates you to stay in this field?
Answer 3: “I was having several chronic illnesses, and because I was an immigrant, I didn't know how to navigate the healthcare system, and it was very detrimental for me. It affected me as a mother, as a student, as a professional, everything. So I took a self-management workshop that talked about how patients can take their health in their hands and do something about it. So it was more than just here is how doctors can help you. It's you as a patient. What can you do to help yourself? And I took that program and it changed my life. It changed my life like you have no idea. It really helped me become healthier by changing my nutrition, habits, sleeping habits, the way that I would handle my stress, the way that I would understand my illnesses, understanding that the more I learned about my illness, the more I could learn how to help myself and others. And then another thing that really had an impact on me is that while I was going through this journey I would see other patients like me, who spoke Spanish, that were not able to access or understand how to use the services. So it clicked on me. It said, Oh, my God! I have the knowledge now, and I can help my community so they don't feel the same as I did, just lost in the system and not understanding anything. So that was what motivated me and fueled my passion for learning more about health and knowing how to teach my community and other communities as well. So that's why I'm very interested in health and minorities because it's really hard. Yeah. Really hard to navigate the system, to understand, and to kind of match the culture right? Because we have our own cultural things and taboos and beliefs and knowledge. And I love that I can talk to other Latino community members and not disregard their culture, like, for example, talking to patients who are elderly right, and they're like, I'll drink teas for my diabetes and whatnot, and I know I know how important that is so I would never be like that. Tea is never gonna help, you know. I'll be like, yes. That is a property. You can take it as long as it does not go against the medication that you're taking. So I can match both things like the evidence-based with the culture, with the language. So that's what really is what keeps me going towards health. And that's why I'm pursuing the doctorate."
Question 4: How do you handle time management?
Answer 4: - In life "You're always juggling balls right? But there are some balls that are plastic, glass, and or sturdy. but you know that even if you throw them really hard, they're going to shatter. But maybe if they fall they won't shatter as easily. So I am always juggling in my life. What is it right now today? What are my glass balls? What are my glass balls and those I keep in the air and those that are plastic? I put them on the floor, you know. So that's how I tell the students. What are balls that cannot be put down and what are balls that can be put down for the day"
- An example she said was that one of her glass balls is her faith (God), she can never put it down because if she does all the other balls are put down, but an assignment she needs to do can be put down and done another day.
Question 5: Do you have a support system and how do they help you?
Answer 5: “Yes, I have different support systems, and you have to understand that that is necessary because one support system cannot hold everything. For example, at work, Dr. Sang, which is a teacher that you might or might not have. She is my support system. We build together all these classes. We're always talking about how to improve our students. The TAs are part of my support in class and my support in work, and my direct supervisor. I love them. They're there for me. When I have a struggle they can give me clarity with guidelines. So that's my worst support system. And then for me, my biggest support system definitely is my family and my friends at church, because maybe with them they don't understand how Asu works and a lot of them are staying at home, mom, so they're not professional in the sense like I am. But the way they treat their kids motivates me to treat my kids better. The way that they behave with me makes me want to be a better person. and then my family, my husband, and my kids. They are definitely my biggest support overall, even though they might not understand about Asu. But they understand me and they understand what drives me crazy. And they understand when I am pulling my hair and or when I'm telling them like nobody came dressed up for Halloween. I was given points and nobody can. You know all these things. They'll laugh with me and they don't care about you guys' grades, you know, but they care about how I feel about it, and they'll laugh with me. They'll be like Mom. Don't be so cringe, or you know they'll tell me stuff, and the same with my husband. My husband, I think, is the person that knows me the best. and even if he'll just hug me and say, everything's gonna be okay. That's enough support for me. So I had different support systems. Obviously, God guides everything that I try to do and keeps me in shape. But those that are physical, I guess, or that I work in other areas are the ones that I mentioned. So for me, like I said, my faith is everything covers everything. Including how I do as an ASU instructor, as a mom, as a church member, and as a wife. So that's that's it. That's where I get. That's the source of my energy. That's the source of my okay. I need to get up and do something, you know.”
- Has different support systems
- From work she has colleagues she can go to at any time to ask about work
- From her church, she has friends who support her in anything
- At home, she has her children who make her day better by just smiling and calling her Mama
- But her biggest person is her husband as he has known her for the longest time and knows her the best. Her husband can
Question 6: Is there a way or method that you can manage stress?
Answer 6: "The biggest thing to do that I learned is that it's okay to ask for help. Sleeping, taking naps help but once you are up again you have the same stress going on again. SO for me is I like to list things that I need to prioritize and do and if i cannot do it I need to ask for help. I need to find the problem, "What is stressing me the most" afterwards find the solution"
Question 7: How do you get the attention of your students as I noticed that in your class many are shy, how do you get them to participate?
Answer 7: "I always try to show them how it will apply to them once they become healthcare professionals, and then I try to show them that even at this point, even as freshmen, they can make a change in their community. I understood that as an undergraduate, even though I was an immigrant, and English was not my 1st language, I was in a place where the culture was completely different from mine. I was able to make an impact with what I already had. So that's my biggest thing with the students. I want to get to know them and get to know what they are passionate about and then try to connect them with resources or try to motivate them and tell them. Don't wait until you graduate to make a change in your community. You can start by talking to your parents and telling them I understand healthcare insurance. Now I can help you choose a better plan, you know. Or if a parent has issues with it, where do I take someone in case of an emergency or a sibling? You know all these things. If they can apply what they're learning to their current lives and understand how this will make them better healthcare professionals, then that I have met my goal. I have taught you what you need to know, because it's more than just terms, it's how you are applying this in your life right now."
Question 8: What do you consider the most significant challenges in human and clinical research today, and how do you address them in your research and teaching
Answer 8: “So I don't do clinical research. But one of the things that I've seen through literature and research is that it is here in the United States. In our healthcare system, there is very little data on minorities. There is very little data on how technology can be biased in their logarithms. and that affects these communities directly. So sometimes we give our resources or time or research to things that yes, they're important. But we're leaving behind these underserved populations. So for me, as one of the biggest challenges, and when I'm talking to students, I'll always bring this up. I'll always bring this up on how minorities, people of color, and underserved communities. There's little data on this or the data or the practices are not good. An example of this is what I was telling the class about how black women are twice as likely to have died than other women. And more than Latino, and more than Asian. And that's like systemic racism. So for me, one of the obstacles that I see when teaching is that sometimes students. I feel like either. These things have not impacted them directly, and that's why they don't care. Or they might think, oh, I'm not racist. I see everybody the same way, and that's really bad. Respect the characteristics of each individual that you see. So it's not a solution to be colorblind. It's not a solution to say I would never say something bad to someone, but deep inside, feeling it. So those are obstacles that I see in research. Those are obstacles that I have when teaching. The way that students perceive the importance of being culturally competent, and even people of color like myself or someone that is part of a community, an underserved community, or a minority. Maybe they say I'm not racist because I am a person of color, but there is prejudice, and there is prejudice. ”
- She doesn't do clinical research
- "here in the United States. In our healthcare system, there is very little data on minorities"
- She mainly talked about how there is very little data on people of color of underserved communities, etc.
Question 9: How do you stay on top of new medicines and medical advances?
Answer 9: - She states that she consistently reads, and watches the news, and that's her hobby. She loves this profession and has such great passion for it that she does it on a daily basis. "It never feels like a job"
Question 10: What advice would you give someone who is thinking about choosing this profession?
Answer 10: - "My biggest advice would be whatever you learn. How can you apply it to your community? As long as you can apply what you learned then you'll be happy you chose this profession"
Appendix B
Appendix B
- I noticed that in her class she's so passionate about teaching. In the beginning, before class started she looked like she was having a bad day, a headache, and once the class started she immediately changed her face and had this bright, smiley, fun face and started with "OK login into iclicker children"
- She is dressed very formal
- She went over announcements, news, etc
- Tells everyone to open the “study guide” which are basically notes to the lecture
- Describes each slide, and uses real-life examples to apply to the concept or what they’re learning
- Always asking questions after each slide to make sure everyone is on the same page
- Ask questions about previous slides to the students to make sure they’re paying attention
- while talking she walks around the room and uses very lively body language
- She asked the TAs to share experiences that happened to them and the TAs took the mic and shared some experiences with the class
- At the end, she went over the assignments step by step to make sure everyone knew what assignments they had to do, and then she asked the class if they had any question
- The students were quiet and took notes when it was time, unless professor Tobar asked questions they would engage and ask questions or answer questions she asked
- Gives little ticket-out-the-door papers for everyone the 2 questions it has on there are “What is something you took away from today’s lesson" and “Are there some questions”
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