Abstract
Educational research and scholarship can advance teaching knowledge and practices. In the Westmead health precinct, Australia, education research has occurred in isolated pockets, with little professional development support. We developed a course to introduce the practice of educational research to multidisciplinary health professional educators in 2019. We explored how we, as multidisciplinary teacher educators, could enable educators to undertake education research while improving our practice. The course was developed based on Social Development Theory and applied to peer teaching to develop our teacher education capacity. Using action research, we worked together and with learners through repeated planning, observing, reflecting and engaging. We conducted facilitator/learner pre-/post-course and post-workshop surveys, and mid-course facilitator focus group. Data were analysed through theoretical thematic analysis using Guba and Lincoln's evaluation framework and Social Development Theory. Facilitators expected the course would enable novice participants to initiate research. Facilitators and learners reported course content, structure and approach were relevant, accessible and effective; however, limited times and irregular attendance challenged knowledge and skills development, and individual research engagement. Mid-course improvements increased time for application to authentic, collaborative research activities. Facilitators enhanced their teaching through jointly developing the course, reflection and responding to feedback. Through peer teaching, reflection and discussion, we collaboratively created, then improved, a health professional education research course, and developed our capacity as teacher educators. Our need to overcome challenges forced us to reconsider and adjust our approach. Action research benefits learners and teachers by improving teaching practice through a dynamic, cyclical, responsive approach.
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