Faculty Development Opportunities Research Articles

Effect of Seminar on Teaching on the Performance of Teachers in Higher Education

Abstract Effective teaching in higher education depends on faculty development opportunities such as teaching seminars. This paper delves into how such seminars influence the teaching performance of higher education teachers. This study used a survey research design to examine the effect of Seminar on Teaching (SOT) on the teaching performance rating of randomly selected 172 faculty members of a higher education institution in the Philippines. Results of the t-test showed significant differences in the performance of the faculty members before and after attending the SOT, with an average teaching performance score of 1.5503 (equivalent rating of 80.67) before attending the SOT and 1.4965 (equivalent rating of 83.33) after attending the SOT. Overall, the findings showed that the seminar greatly helped the higher education institutions’ faculty members improve their teaching performance and that the seminar was effective among the faculty members, especially those newly hired or inexperienced in teaching. As educational institutions continue to prioritize the professional development of their faculty, understanding the impact of seminars on teaching has become crucial for fostering a culture of continuous improvement in higher education.

What are the barriers to health professionals' training on gender-affirming care from patients' and clinicians’ perspectives?

ObjectiveThe aim of the study is to identify the barriers to gender-affirming health care education for providers from the perspectives of patients and providers. MethodsA qualitative study based on grounded theory was conducted. Participants included transgender and gender diverse (TGD) patients seeking care, as well as resident physicians and attending physicians involved in care of patients seeking gender-affirming care. Semi-structured interviews were conducted over Zoom application and telephone calls. The study was conducted in Boston, Massachusetts, USA from November 2022 until February 2023. ResultsNine attending physicians, eight resident physicians, and fifteen patients were interviewed. Attending physicians noted barriers to include lack of formal training in medical school and residency, lack of adequate opportunities for faculty development to appropriately train resident physicians, lack of opportunities for trainees to provide dedicated clinical care, lack of community engagement initiatives, and need for additional training centered on cultural sensitivity and inclusivity. Resident physicians noted a lack of robust and longitudinal didactic curriculum, deficiency in dedicated clinical time, and inadequacy in interprofessional training as major barriers to their training. They noted that they generally felt unprepared to care for TGD patients. Patients' barriers included difficulty building trust in medical providers’ knowledge and skills, being addressed with incorrect names and pronouns, lacking a sense of belonging as a patient, as well as difficulty in arranging care due to lack of a centralized care system. ConclusionBarriers to gender-affirming education include lack of adequate and formal training, lack of professional development opportunities, inadequacy in a multidisciplinary approach to treatment and education, and inadequacy in cultural and sensitivity training. Findings of this qualitative study based on interviews may help facilitate addressing such barriers through creation of routine lecture-based didactic opportunities for providers, investment in faculty development, creation of gender-affirming clinics, providing opportunities for trainees to provide longitudinal care to TGD patients, creation of interdisciplinary training modules, community engagement, and implementation of a multidisciplinary care model, which may help improve gender-affirming care in the long-run.

Sexual and gender minority content in undergraduate medical education in the United States and Canada: current state and changes since 2011.

To characterize current lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI +) health-related undergraduate medical education (UME) curricular content and associated changes since a 2011 study and to determine the frequency and extent of institutional instruction in 17 LGBTQI + health-related topics, strategies for increasing LGBTQI + health-related content, and faculty development opportunities. Deans of medical education (or equivalent) at 214 allopathic or osteopathic medical schools in Canada and the United States were invited to complete a 36-question, Web-based questionnaire between June 2021 and September 2022. The main outcome measured was reported hours of LGBTQI + health-related curricular content. Of 214 schools, 100 (46.7%) responded, of which 85 (85.0%) fully completed the questionnaire. Compared to 5 median hours dedicated to LGBTQI + health-related in a 2011 study, the 2022 median reported time was 11h (interquartile range [IQR], 6-16h, p < 0.0001). Two UME institutions (2.4%; 95% CI, 0.0%-5.8%) reported 0h during the pre-clerkship phase; 21 institutions (24.7%; CI, 15.5%-33.9%) reported 0h during the clerkship phase; and 1 institution (1.2%; CI, 0%-3.5%) reported 0h across the curriculum. Median US allopathic clerkship hours were significantly different from US osteopathic clerkship hours (4h [IQR, 1-6h] versus 0h [IQR, 0-0h]; p = 0.01). Suggested strategies to increase content included more curricular material focusing on LGBTQI + health and health disparities at 55 schools (64.7%; CI, 54.6%-74.9%), more faculty willing and able to teach LGBTQI + -related content at 49 schools (57.7%; CI, 47.1%-68.2%), and more evidence-based research on LGBTQI + health and health disparities at 24 schools (28.2%; CI, 18.7%-37.8%). Compared to a 2011 study, the median reported time dedicated to LGBTQI + health-related topics in 2022 increased across US and Canadian UME institutions, but the breadth, efficacy, or quality of instruction continued to vary substantially. Despite the increased hours, this still falls short of the number of hours based on recommended LGBTQI + health competencies from the Association of American Medical Colleges. While most deans of medical education reported their institutions' coverage of LGBTQI + health as 'fair,' 'good,' or 'very good,' there continues to be a call from UME leadership to increase curricular content. This requires dedicated training for faculty and students.

The Role of the Human Resource Management from a Different Perspective: A Narrative Analysis

The Human Resource Management plays a vital role in an academic institution particularly ensuring the welfare of its employees. However, in a dynamic work environment and a fast-changing landscape of labor, industry and education, there are challenges that need to be discovered to provide a remedy that will serve as a catalyst of change for the improvement of its function and effectiveness. These will transcend barriers of ambiguity and complexity and initiate value and principles augmenting to the gap between the top management and employees. The researchers aimed to answer the following: Functions of the Human Resource Department, challenges, coping and its quality assurance mechanisms. To explore the experiences and insights of instituting quality assurance mechanisms of the HRDO directors, a narrative analysis was used. Results have revealed that the Human Resource is a complex work environment, and a genuine commitment is necessary, challenges are emanating from both internal and external factors, and one should adapt to provide a continuing and nurturing commitment that will ensure the well-being of employees. Recommendations focuses on fostering interpersonal relationships, providing regular faculty and staff development opportunities, ensuring accountability and responsibility and a sense of security.

Educators’ understandings of digital classroom tools and datafication: perceptions from higher education faculty

Research has shown that critical data literacies development for educators is seldom a core component of most campus conversations about datafication, even as extractive, datafied systems become pervasive throughout the higher education sector. This article outlines findings from an international, qualitative, Comparative Case Study (CCS) of university professionals teaching online during the COVID-19 pandemic. It overviews beliefs and barriers shaping educators’ responses to datafication and focuses specifically on their perceptions of faculty development opportunities related to digital classroom tools and to datafication more broadly. The article presents insights into how faculty understands higher education’s contemporary datafied infrastructure and highlights participants’ voices about faculty professional development and critical data literacies. Based on our findings, we recommend formal faculty development and broader professional learning conversations as a means of enhancing faculty awareness and agency within the higher education sector.

A75Strengthening simulation quality assurance through the ‘Sim QA bundle’

The All Wales Simulation-Based Education and Training Strategy 2022 – 2027 specifies as one of its aims to promote quality assured simulation-based education and training across healthcare in Wales underpinned by standards and evaluated to ensure best practice in safe learning environments [1]. The Simulation Team at Health Education and Improvement Wales (HEIW) has been working closely with the simulation community in Wales to identify their needs through iterative consultation during meetings, focussed discussions and webinars. In 2021 stakeholders agreed that HEIW would promote the application of the Association for Simulated Practice in Healthcare (ASPiH) standards [2] and professional regulatory and statutory body standards relevant to SBET. Since then, a number of quality assurance tools as well as faculty development opportunities have been developed in order to embed these standards into simulation faculty development programmes and cascade their routine inclusion into everyday SBET practice. Quality assurance (QA) resources developed by the Simulation Team at HEIW between August 2021 and February 2023 were packaged as the ‘Sim QA Bundle’ ( HEIW Simulation Quality Assurance Bundle The ‘Sim QA Bundle’ consists of four components: Faculty development and continuous professional development (CPD): available resources include free access to the Essential Faculty Development Course, regular webinars, workshops and conferences. Content development: guidance provided includes a standardized scenario scripting template, with links to relevant literature. Content delivery: a standardized approach to debriefing has been developed which is supported by education opportunities and cognitive aids. Evaluation tools: generic evaluation forms have been designed to assess the learners’ experience, faculty perspectives and adherence to standards. The Simulation Quality Assurance Bundle provides a wide range of resources available to simulation practitioners in order to promote and support the delivery of high-quality simulation-based education and training across the healthcare workforce in Wales. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Measuring TPACK in 2-Year Public College Faculty

Two-year public colleges educate more than 50% of all U.S. undergraduates, yet graduation rates (29%) fall far below their 4-year counterparts (63%). It is critical for students of 2-year public institutions that their faculty have the appropriate knowledge, skills, and abilities (KSAs) to effectively guide students toward graduation. This study uses technological pedagogical content knowledge (TPACK) theory to evaluate faculty KSAs. Exploratory and confirmatory factor analyses are used to demonstrate reliability, validity, and the 7-factor structure of the data. This instrument may be useful in pre-employment KSA assessment for potential new faculty, as well as identifying professional development opportunities for incumbent faculty.

Demographic and Academic Productivity Trends Among American Head & Neck Society Fellows Over a 20-Year Period

Historical data reveal that, compared with women, men are more likely to pursue a head and neck surgical oncology fellowship, but little is known about possible gender differences in academic productivity. To assess demographic trends and academic productivity among American Head & Neck Society (AHNS) fellowship graduates. This cross-sectional study used electronically published data from the AHNS on fellowship graduates in the US and Canada from July 1, 1997, to June 30, 2022. Scopus was used to extract h-indices for each graduate. Scholarly activity. Main outcomes were changes in demographic characteristics and academic productivity among AHNS graduates over time. Data analysis included effect size, η2, and 95% CIs. A total of 691 AHNS fellowship graduates (525 men [76%] and 166 women [24%]) were included. Over the study period, there was an increase in the number of programs offering a fellowship (η2, 0.84; 95% CI, 0.68-0.89) and an increase in the absolute number of women who completed training (η2, 0.66; 95% CI, 0.38-0.78). Among early-career graduates pursuing an academic career, there was a small difference in the median h-index scores between men and women (median difference, 1.0; 95% CI, -1.1 to 3.1); however, among midcareer and late-career graduates, there was a large difference in the median h-index scores (midcareer graduates: median difference, 4.0; 95% CI, 1.2-6.8; late-career graduates: median difference, 6.0; 95% CI, 1.0-10.9). A higher percentage of women pursued academic positions compared with men (106 of 162 [65.4%] vs 293 of 525 [55.8%]; difference, 9.6%; 95% CI, -5.3% to 12.3%). This cross-sectional study suggests that women in head and neck surgery begin their careers with high levels of academic productivity. However, over time, a divergence in academic productivity between men and women begins to develop. These data argue for research to identify possible reasons for this observed divergence in academic productivity and, where possible, develop enhanced early faculty development opportunities for women to promote their academic productivity, promotion, and advancement into leadership positions.

Contraception for transgender and gender diverse individuals in pharmacy education: A cross-sectional survey and select resources

IntroductionPharmacists must be knowledgeable to care for all patients, including transgender and gender diverse individuals. Some institutions may have gaps in their pharmacy school curriculum specific to transgender contraceptive care. The current study evaluated and offered recommendations regarding the current state of transgender contraceptive care education within pharmacy curricula. MethodsAn 18-question anonymous survey was developed and sent to members of the American Association of Colleges of Pharmacy - Pharmacy Practice section contact list. The survey collected baseline demographic characteristics and curricular information, including whether contraception for transgender individuals was taught and the modalities utilized. The institutional review board at Butler University reviewed and approved this survey project. ResultsA response rate of 68% was obtained (99 of 144 institutions). Of those institutions responding, 39% reported that contraception for transgender individuals is taught as part of the curriculum at their respective institutions. In addition, a diverse set of teaching modalities were reported, such as didactic and team-based learning. Only six (4.3%) of the 138 individual faculty respondents indicated they obtained training focused on transgender care. ConclusionsApproximately 40% of the responding institutions reported teaching about contraception care for transgender individuals. Based on this survey, the authors encourage institutions to assess their current curriculum and incorporate this topic accordingly. In addition, the authors recommend offering development opportunities for faculty and student pharmacists so that current and future health care professionals are best equipped to provide care for all patients in any practice.

Creating Sociological Knowledge and the Next Generation of Sociological Thinkers in Faculty-Directed Research with Undergraduate Research Assistants

Undergraduate research in sociology departments provides opportunities for student engagement and faculty development. Although undergraduate research in the natural and physical sciences and graduate mentoring have been extensively studied, there are few systematic studies of the process of extracurricular undergraduate research in sociology from the perspective of both faculty and students. We carried out semi-structured qualitative interviews with 23 faculty and undergraduate research assistants (RAs). Our results outline the dynamics of faculty-directed research collaborations in sociology departments. We first detail the tasks regularly performed by undergraduate RAs and then describe the development of RA-faculty partnerships, including hiring and training. Faculty-RA teams work together on faculty-directed research through mechanisms of accountability, regular meetings, and communication. Finally, we describe how relationships transform and partnerships end. We find that faculty generally have one of two outlooks on undergraduate research: they either seek RAs as facilitators of their research or they aim to develop and mentor junior colleagues. We discuss the implications of these outlooks for student learning, professionalization, and holistic development.

Navigating a culture of evidence: The lived experiences of college of agriculture faculty regarding the academic assessment of students

The accountability movement has created tensions among key actors at institutions of higher education in the U.S. in recent years. As such, a need existed to examine the lived experiences that influenced faculty (n =6) in the College of Agriculture (COA) at [State] University as they engaged in various forms of assessment to evaluate student learning. As a result of our phenomenological analysis, three themes emerged. The themes combined to form the phenomenon’s essence, which was that assessment of student learning outcomes was a product of (a) presage, (b) process, and (c) context variables that shaped faculty’s lived experiences. In particular, presage variables represented the individual traits that influenced the assessment process such as faculty’s beliefs, personal traits, professional backgrounds, and previous teaching experiences. Meanwhile, contextual variables were the unique factors and conditions that affected assessment such as course goals and objectives as well as university policies. Finally, process variables represented the specific activities that affected student learning and instructional practices. Going forward, we recommend that COA’s create faculty development opportunities that encourage faculty to reflect and explore alternative strategies that may enhance learning and promote greater equity in the academic assessment of students.

Find your PEOPLE: Scholarship of Teaching and Learning (SoTL) community of care

Scholarship of Teaching and Learning (SoTL) is an integral academic practice that provides professional development opportunities for faculty and enhances students’ classroom learning experiences. However, institutions vary significantly in valuing and implementing a culture of SoTL, creating a discrepancy which prohibits educators from fully embracing the identity of a SoTL scholar. Acknowledgment of SoTL work in tenure and promotion guidelines is not as widespread across different institutions, which could deter junior/instructional faculty from entering (and staying in) the SoTL space. Various academic disciplines differ on how SoTL work is valued. Without an intentional institution-based SoTL initiative, many may regard SoTL merely as a side addition to their professional career. However, SoTL is a field that systematically examines processes and practices in teaching and learning. It provides valuable insights and tools for teaching professionals to reflect on their teaching methods, explore evidence-based best practices, and transform student learning experiences. Research demonstrates educational benefits for students both as the primary beneficiary of SoTL and as active student partners in SoTL initiatives. Therefore, considering its nature of enhancing classroom experiences, SoTL is applicable to all teaching professionals, regardless of the respective institutional policies or narratives around it. The future of SoTL programming/initiatives should build on the idea that SoTL is not a one-time project; instead, it should weave in the intersections of teaching and research identities, and in response, create a SoTL community of care that focuses on continuous improvement and mutual support. Dissemination of SoTL should be an open invitation to all teaching bodies so that the SoTL scholar identity is embraced as one of their core professional identities. This article concludes by proposing a PEOPLE framework for the SoTL community of care.

Team Teaching in Higher Education: Personalities, Leadership Styles, and Preferences

Objective: This study aims to find out more about a) certain personality types, leadership styles, and teaching philosophies of those who have participated in team teaching, as well as b) their preferences for team teaching. These preliminary results ought to be helpful to faculty who may be asked to consider team teaching with a colleague(s), and results may help academic administrators assign and match faculty to team teach courses in their program offerings.Background: Given that few faculty have had the opportunity to team teach relative to the numerous courses they offer solo, there is a lack of focus, faculty development opportunities, and research on this subject. This does not, however, diminish the value of this method of delivering courses in higher education. Faculty may explore collaborative teaching in a number of ways, such as inviting a colleague to provide a one-time guest lecture, distributing assignments according to the collaborators' specialized knowledge, or working together on every part of the course.Methods: Using previously developed Myers-Briggs personality type finders and leadership style research tools, the participants' leadership and personality types were identified (Malak et al., 2022). People's experiences with teaching and preferences for leading vs. following were mapped using both qualitative (self-report) and quantitative (survey) approaches.Results: Sixty-three percent of the respondents identified as utilizing either servant leadership or coaching/mentoring. The majority of "E" type personalities like to "Lead," especially in a team-teaching atmosphere, according to this study's findings. The traditional team-teaching method was adopted by 49% of the participants, while 26% used cooperative learning, 11% used integrated learning, 9% used parallel learning, and the remaining 6% used monitoring learning. It is important to highlight that more than 60% of the subjects who had "E" qualities had backgrounds in nursing, public health, health administration, or health care.Conclusions: In summary, the faculty survey data reveal an overall profile of the faculty who have team taught in higher education as an extrovert with a penchant for judging; who prefers to lead rather than follow; uses a coaching/mentoring or servant leadership style; and prefers high level cooperation with a colleague(s) in the full range of teaching/learning activities.

Designing an International Faculty Development Program in Medical Education: Capacity and Partnership

Providing international medical educators with opportunities for faculty development has become a favorable moment for capacity building and the creation of partnerships with universities around the world. It has also become a social responsibility when such a development implies growth and improvement for the institutions involved. In 2018 and 2019, the University of Alberta Faculty of Medicine &amp; Dentistry designed and delivered an international faculty development program (IFDP) in Edmonton, Canada, in collaboration with the faculty management from Jilin University and Wenzhou Medical University, and Shandong University. The inspiration for program driven by capacity development for three universities in China, all of whom were developing strategies to respond to new government policies for medical education. The focus of the course was based on the needs that the three institutions expressed: teaching innovation, research, and quality curriculum development. By design, the two-week, in-person program included lectures, personal tutorials, class and laboratories observations, as well as guided teaching visits to hospitals and university museums. Recommendations are offered to assist other international faculty development programs focused on capacity building for medical education.

Challenges and Solutions for Establishing Robust Diversity, Equity, and Inclusion Efforts in US Academic Radiation Oncology Departments

Challenges and Solutions for Establishing Robust Diversity, Equity, and Inclusion Efforts in US Academic Radiation Oncology Departments

Utilizing the Modified OMP Model for Health Equity in a Family Medicine Residency Clinic

Background Racial and ethnically diverse communities have higher mortality rates from chronic diseases. One approach to address health disparities and systemic racism in health care is through alterations in primary care workforce development via the One-Minute Preceptor (OMP) Teaching Method. The University of North Carolina at Chapel Hill created a modified OMP Model for Health Equity to address racial health disparities while teaching. This quality improvement (QI) project focuses on faculty confidence in discussing racial health disparities with learners using the modified OMP Model. Methods The QI project used a Plan-Do-Study-Act (PDSA) framework. Faculty participated in the Awareness, Reflection/Empowerment, and Action (AREA) survey, to assess level of engagement in addressing health disparities. Family Medicine (FM) residents completed a survey on current precepting practices of ethno-racial health disparities. Faculty were introduced to the modified OMP, followed by a two-month intervention period. Post-intervention surveys assessed the impact and identified faculty development opportunities. The intervention took place within a Family Medicine Residency Program, specifically during outpatient continuity clinics and the inpatient Family Medicine Hospital Service. Results Faculty engagement increased in areas of awareness and action and decreased in reflection/empowerment. Residents reported higher satisfaction with Ethno-Racial health disparities clinical teaching after the intervention. Qualitative data suggests discussions are not occurring as often as residents desire and depend on different factors; race/ethnicity of the patient, clinical situation, social determinants of health impacting care, time, and preceptor. Discussion The modified OMP for Health Equity intervention can be used to increase awareness and promote self-reflection and change. Conclusion The PDSA cycle framework for an intervention can improve faculty engagement addressing Ethnic-Racial health disparities.

Utilizing the Modified OMP Model for Health Equity in a Family Medicine Residency Clinic

Background Racial and ethnically diverse communities have higher mortality rates from chronic diseases. One approach to address health disparities and systemic racism in health care is through alterations in primary care workforce development via the One-Minute Preceptor (OMP) Teaching Method. The University of North Carolina at Chapel Hill created a modified OMP Model for Health Equity to address racial health disparities while teaching. This quality improvement (QI) project focuses on faculty confidence in discussing racial health disparities with learners using the modified OMP Model. Methods The QI project used a Plan-Do-Study-Act (PDSA) framework. Faculty participated in the Awareness, Reflection/Empowerment, and Action (AREA) survey, to assess level of engagement in addressing health disparities. Family Medicine (FM) residents completed a survey on current precepting practices of ethno-racial health disparities. Faculty were introduced to the modified OMP, followed by a two-month intervention period. Post-intervention surveys assessed the impact and identified faculty development opportunities. The intervention took place within a Family Medicine Residency Program, specifically during outpatient continuity clinics and the inpatient Family Medicine Hospital Service. Results Faculty engagement increased in areas of awareness and action and decreased in reflection/empowerment. Residents reported higher satisfaction with Ethno-Racial health disparities clinical teaching after the intervention. Qualitative data suggests discussions are not occurring as often as residents desire and depend on different factors; race/ethnicity of the patient, clinical situation, social determinants of health impacting care, time, and preceptor. Discussion The modified OMP for Health Equity intervention can be used to increase awareness and promote self-reflection and change. Conclusion The PDSA cycle framework for an intervention can improve faculty engagement addressing Ethnic-Racial health disparities.

Faculty Turnover: It's Preventable

Faculty Turnover: It's Preventable

Strengthening online teaching capability: Medical and health sciences faculty development

Educational institutions have experienced a rapid pivot to online learning over the last two years due to global COVID-19 pandemic conditions. Historically, in moving to online teaching, research has found that educators experience varying degrees of success with key challenges being: time pressure; staff shortages; insufficient technical ability; technical difficulties; and lack of faculty development (FD) opportunities (Aghakhani &amp; Shalbafan, 2020; McQuiggan, 2007; Nimrod, 2018; Rajab et al., 2020). These challenges are exacerbated in the current climate and, despite being in our third year of teaching and learning under ongoing pandemic constraints, there is still a paucity of literature around how faculty have been supported in their provision of online teaching initiatives (Daniel et al., 2021). Our research aimed to identify features and enablers that staff value to strengthen their online teaching capability. Additionally, we intended to determine gaps in and future directions for strengthening staff online teaching capability, with a view to affecting change at an institutional level in addition to improving outcomes for students. To do this we used The Kirkpatrick Model as modified by Steinert et al. (2006) to evaluate FD initiatives and outcomes at the Faculty of Medical and Health Sciences at New Zealand’s leading university, The University of Auckland. We conducted a mixed methods study comprising five datasets: interactive learning (in H5P) FD workshop surveys (1); teaching staff surveys (2) and interviews (3); student Summative Evaluation Tool (SET) surveys (4); and assignment grades (5). The FD workshop exit surveys (1) found that staff (n=105) valued personalised support and active learning. Teaching staff (n=86) surveys (2) showed that staff place high value on their Community of Practice (CoP) (Lave &amp; Wenger, 1991), which were seen to provide personalised, technical, and emotional support. Similarly, findings from interviews (3) indicated that staff (n=20) appreciated FD that was personalised, interactive, timely, and they were overwhelmingly grateful for support from colleagues. Some key areas were identified as needing further FD by staff: fostering online relationships and engagement, and teaching in culturally sustaining and universally accessible ways. There was also a strong belief that university management should support professional development by allocating time and resources to FD in online teaching. Using SET data (4) from 2018 to 2021, we determined that providing students (n=809) with online interactive resources was a key support for their learning. During this time, the grade mean for a student assignment, that was purposely redeveloped for online learning using H5P to facilitate interaction and engagement, increased significantly from 2018 to 2019 (9%, p&lt;.001). FD in interactive learning using H5P, driven by early adopter teaching staff, resulted in creating content associated with a mean increase in assignment grades (level 4B - Change among the participants’ students or colleagues [Steinert et al., 2006]), and the provision of an institutional licence (level 4A - Change in the system/organisational practice [Steinert et al., 2006]). The CoP approach ensured that personal connections were at the fore of FD and enabled effective modelling of pedagogical choices for interactive online learning. Providing personalized, just-in-time support through a CoP approach, interactive online teaching capability was improved, and institutional change was affected.

Evaluating Pharmacy Faculty’s Awareness of Teaching and Learning Myths and Misconceptions

Objective. To assess pharmacy faculty's knowledge of prominent and prevalent teaching and learning myths and misconceptions and evidence-based strategies prior to training.Methods. Participants completed a baseline assessment containing 16 true-false knowledge questions about teaching and learning misconceptions (10) and myths (six), one open-ended application question, and four participant demographic questions including years of experience in pharmacy academia, the focus of their institution (teaching or research), the number of education meetings attended, and whether they had formal training in education. After completing the baseline assessment of the top 16 misconceptions and myths, faculty were trained on the top 10 evidence-based teaching and learning strategies. At session completion, faculty were provided the assessment answers and scored their original responses.Results. Results from the survey revealed that most responders (56%) had been in academics between one and 10 years and attended two to 10 education meetings (62%). The majority of participants worked at teaching-intensive universities (56%), and most had no formal training in teaching (65%). The average score on the assessment was 43% for the myths section versus 70% for the misconceptions section. Faculty participants were overconfident in their predictions (predicted=74%, actual=60%). Faculty demographics did not influence the assessment scores.Conclusion. Pharmacy faculty may not know which teaching and learning strategies are evidence based and which are myths or misconceptions. In addition, they are likely to be overconfident in their knowledge of this evidence. This provides opportunity for faculty development in these areas.