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. 2014 Jun 17;78(5):103.
doi: 10.5688/ajpe785103.

A reflective teaching challenge to motivate educational innovation

Roger A Edwards  1 , Jennifer Kirwin  2 , Michael Gonyeau  2 , S James Matthews  2 , Jason Lancaster  2 , Margarita DiVall  2
Affiliations

A reflective teaching challenge to motivate educational innovation

Roger A Edwards et al. Am J Pharm Educ. .

Abstract

Objective: To describe a teaching challenge intended to increase faculty use of evidence-based and student-centered instructional strategies in the demanding school of pharmacy context with technology-savvy students.

Design: A teaching challenge was created that required faculty members to incorporate a "new-to-you" innovative teaching method in a class, course, or experiential activity. The method was linked to at least 1 of 7 evidence-based principles for effective teaching. Faculty members were exposed to colleagues' teaching strategies via brief voluntary presentations at department meetings.

Assessment: A post-challenge survey provided assessment data about the challenge. Responses to a baseline survey provided additional information about what faculty members were already doing (52% response rate). Eighty-one percent of faculty respondents completed the challenge. A wide array of new strategies (13 categories such as flipped classrooms and social media) was implemented and 75% included the use of technology. Nearly all respondents (96%) thought that participation in the challenge was worth the effort and planned to participate again the following year. All faculty members intended to continue using their new strategy and 56% planned additional modifications with future implementations. The challenge demonstrated how multiple goals of curricular improvement, faculty development, and student-centered instruction could be achieved together.

Conclusion: The teaching challenge motivated most of the faculty members to try something new to them. Links between evidence-based principles and day-to-day activities were strengthened. The new-to-you design placed the challenge within reach of faculty members regardless of their background, subject, or experience.

Keywords: faculty development; faculty survey; reflective teaching challenge; teaching innovation.

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Figures

Figure 1.
Figure 1.
Frequency of various teaching techniques used by faculty members in classroom and experiential settings in 2012 baseline survey instrument.
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