The inaugural Anatomy Education Research Institute (AERI 2017) was held in Bloomington, Indiana in July of 2017. This workshop style conference paired experienced educational researchers (invited speakers) with individuals interested in learning more about the field (accepted applicants). In 2017, AERI was held over a five‐day period and entailed plenary style presentations, break‐out sessions, and specific times for small group mentorship. All participants (applicants and invited speakers) completed a pre‐conference survey at the beginning of the institute and a post‐conference survey at the end of the institute. Both surveys included categorical and Likert scale questions as well as open‐ended questions for participant feedback. Quantitative and qualitative analyses indicate that both applicants and speakers increased their knowledge of anatomy education research, but that additional obstacles remain. Funding, time, and a lack of respect for the field remain problematic for faculty that wish to complete educational research. Mentorship and a community of practice also emerged as major themes necessary for educational research to be successful.

中文翻译：

---

解剖教育研究所（AERI 2017）的知识获取和态度转变：混合方法分析。

首届解剖学教育研究所（AERI 2017）于2017年7月在印第安纳州布卢明顿举行。此次研讨会风格的会议将经验丰富的教育研究人员（邀请演讲者）与有兴趣进一步了解该领域的人士（接受申请者）配对。2017年，AERI举行了为期五天的会议，内容包括全体会议风格的演讲，分组讨论以及特定时间的小组指导。所有参与者（申请人和受邀演讲者）在机构成立之初即完成了会前调查，而在机构结束时均进行了会后调查。两项调查均包括分类和李克特量表问题以及针对参与者反馈的开放式问题。定量和定性分析表明，申请人和演讲者都增加了对解剖学教育研究的了解，但仍然存在其他障碍。对于希望完成教育研究的教师而言，资金，时间和对这一领域的缺乏尊重仍然是个问题。指导和实践社区也已成为教育研究成功所必需的主要主题。