Staff Members Research Articles

Implementing falls prevention patient education in hospitals - older people’s views on barriers and enablers

BackgroundWorld falls guidelines recommend that hospitalised older patients receive individualised falls prevention education, yet no studies have sought older people’s feedback on how best to deliver falls prevention education in hospitals. The objective of the study was to explore the perspectives of older people and their caregivers about barriers and enablers to implementation of a tailored hospital falls education program.MethodsA qualitative descriptive design was used. Three focus groups and 16 semi-structured interviews were conducted. A purposive sample of older people who had previous hospital admissions and caregivers of older people were selected to review a co-designed patient falls education program (the revised Safe Recovery program). They provided feedback on how to implement the program in hospital settings. Data were thematically analysed taking an deductive-inductive approach.ResultsParticipants were 37 older people [female n = 24 (64.9%), age range 64 to 89 years] and nine caregivers (female n = 8). The first theme was that the Safe Recovery Program resources were of high quality, enabling strong patient engagement and increased knowledge and awareness about falls prevention in hospitals. The second theme identified practical strategies to enable program delivery in hospital wards. The key enablers identified were: timing of delivery around wellness and the patient’s mobility; tailoring messages for each older patient; key staff members being assigned to lead program delivery. Participants recommended that staff assist older patients to set appropriate behavioural goals in relation to preventing falls in hospitals. They also recommended that staff raise older patients’ confidence and motivation to take action to reduce the risk of falls. Providing resources in other languages and alternative shorter versions was recommended to enable broad dissemination.ConclusionsOlder people and their caregivers advised that implementing falls education in hospitals can be enabled by using high quality resources, delivering falls education in a timely manner and personalising the education and support to individual needs.

Does research activity decline with age?

Several economic models predict that effort may decline as retirement approaches. These models are reviewed and data from the University of Iceland used to measure how research productivity of members of staff depends on age. We find support for the hypothesis that men are at a greater risk of becoming inactive when they approach retirement. Moreover, men tend to be more research active than women in their thirties and forties but lose their edge in their fifties and sixties. Finally, we detect a cohort effect such that later cohorts are more productive than earlier ones.

Complicating the Role of Relationships in Reducing Student Absenteeism

Abstract A strong connection between schools and families is vital for student success and well-being. Previous studies on school–family relationships found that open communication between parties may aid in supporting students’ needs and ability to attend school. In this paper, authors analyze how leveraging relationships to gain an increased understanding of a family’s attendance barriers is more beneficial than relationships built on accountability. From interviews with 38 caregivers, 29 students, and 40 staff members in an urban school district with high rates of chronic absenteeism, authors found that efforts to build relationships with families focused on accountability and caregiver education about their children’s attendance and the importance of attending school. Families sometimes perceived these efforts as superficial and ineffective. Authors discuss how school districts and key school personnel, such as social workers, can intentionally use the power of relationships to identify student and family needs and connect them with resources.

WP7.14 - The change of a DGH emergency surgical service leads to marked improvements in timing of cholecystectomy for gallstone pancreatitis, in line with international guidance

Abstract Background International Association of Pancreatology (IAP) guidelines recommend that cholecystectomy should be performed on patients with mild biliary pancreatitis during their index admission. This retrospective study compares how a paradigm shift in the provision of emergency surgical services in one district general hospital (DGH) significantly improved ability to follow this guideline. With input from the surgical ambulatory emergency care network (SAEC), our team transformed care via an Emergency Surgery Unit (EmSU) system. This includes surgical assessment with ambulation, linked radiology slots, semi-emergency theatre lists twice weekly in addition to NCEPOD theatre and the emergency take divided in two according to sex of patient ensuring appropriate patient load for each of the surgeons of the week. Methods A retrospective study of patients with mild biliary pancreatitis for three years before (n = 107) and after (n=108) the EmSU system. Cholecystectomy on index admission was recorded, as was overall time to surgery (days). Data was analysed using GraphPad Prism Version 9.5.1. Data is expressed as Mean + SEM. Percentages underwent Arcsine transformation prior to inferential analysis. Groups of data were analysed using Students T-Tests. Results The percentage of patients operated on index admission increased 13.1-fold (4.8% to 62.9%; P < 0.01). Days to surgery saw a 10.1-fold reduction (332.5 + 41.1 to 32.9 + 6.3 days; P < 0.0001). Conclusions Adoption of our EmSU system has drastically improved care for patients with gallstone pancreatitis, now closer to best practice guidance. Further improvement is likely with increased buy-in from all members of staff.

FP6.7 - Assessing knowledge and effective utilisation of incentive spirometer across surgical floor

Abstract Aim to assess the level of knowledge of healthcare workers providing incentive spirometer and instruction provided to patient. Methods Snapshot audit between 25&28/05/23 assessing the knowledge and practice using two for patient and staff questionnaires. Inclusions criteria were all adult patients in surgical wards, all healthcare staff. Exclusion criteria were patients who did not receive a spirometer and patients or staff who were not willing to participate in the study. Results 75% of staff provided incentive spirometers, 84% of them never received formal education or training in the use of incentive spirometer. Only one staff member (1.85%) answered all the questions correctly. 83% of patients were not given the correct instructions and approximately 16% were instructed to exhale. Implemented Changes A video created with e-link; explaining the use of incentive spirometer. Training of medical and nursing staff by presenting the project in our local departmental meeting, the results and poster emailed to health professionals. A new patient leaflet was created containing clear instructions, the video link, and a table to record their usage. Random sampling showed significant improvement. The Second cycle will be conducted at beginning of the new year and the results will be presented at the conference Conclusion The lack of training led to incorrect instructions being given to patients. This could lead to false reassurance to the senior medical staff, by assuming that patients are using spirometers correctly which could delay recovery and discharge. Simple training has resulted in significant increase in knowledge and correct use of a spirometer. Checking the staff knowledge is recommended, especially in common daily practice

FP8.10 - Sustainability in Hand Surgery

Abstract Aims Carpal tunnel release surgery (CTR) is a widely performed procedure in the NHS with significant contributions to waste and carbon emissions within surgery. 36,704 CTRs were preformed from 2022-2023 with an average carbon footprint of 12.0 kg CO2e. The aim of this quality improvement project is to reduce the carbon footprint of CTR through a lean and green model, and examine the rates of infection with this model compared to standard practice. Methods Retrospective data was collected for CTRs performed at the Royal Cornwall Hospital between 31/05/2022 and 01/02/2023 for the first audit cycle using standard set up and equipment. The primary outcome was rates of infection post-CTR. The lean and green model included reducing the number of instruments in the handset (36 items to 14 items), use of a smaller drape, and no gown for the procedure. The second cycle will be examining rates of infection following this intervention. Results Out of 100 patients in the first cycle, 1 patient was treated with antibiotics via a General Practitioner telephone consultation. These eco-changes were well received by staff members, with significant waste reduction this far (over 50 gowns and 25 aperture drapes). Data collection for the second cycle is currently underway. Conclusions CTR surgery is a commonly performed procedure with significant contributions to waste and carbon footprint within surgery. Through simple and low-cost changes to current practice we can promote sustainability in surgery and have a lasting positive impact on the environment.

Focus on the less exposed: a virtual photovoice study with LGQ educators

ABSTRACT Within the classroom, many educators strive to cultivate a climate of inclusivity. However, little is known about how LGBTQ+ educators negotiate their identities and feelings of inclusion within the confines of their institutional practices. This study employed a virtual photovoice inquiry rooted in Freire’s educational approach to examine perceptions of inclusion for lesbian, gay, and queer-identifying (LGQ) educators. Four LGQ educators and staff members documented their lived experiences through photography and engaged in critical dialogue about their artwork. In this paper, the author shares two themes from the qualitative data: resiliency in the face of adversity and the pivotal role of self-identity and its development. The findings shed light on the nuanced experiences of LGQ educators while offering pathways to promote inclusivity and enhance LGBTQ±positive awareness in educational settings. In the landscape of LGBTQ+ educational research, a significant void persists, particularly in understanding the perceptions of LGBTQ+ educators and staff, which carries substantial implications for developing inclusive educational policies and practices. By providing a deeper understanding of the experiences of LGQ individuals within academia, this research catalyses the advancement of social justice and provides directions for future research within educational contexts.

EP298 - Assessing the use of a rapid and standardised online operation note for laparoscopic cholecystectomy

Abstract Aims Laparoscopic cholecystectomy is one of the most common operations performed in the UK, with approximately 65,000 procedures performed per year. The operation note is of utmost importance as is documents the procedural steps, highlights peri-operative complications, details post-operative instructions and may act as medico-legal evidence if necessary. At our centre, operation notes are written using a blank online document and we aimed to make the process of writing these documents following laparoscopic cholecystectomy easier and more efficient. Methods We produced a computer based, standardised operation note for laparoscopic cholecystectomy. The document consisted of spaces for key clinical information such as the staff members involved with the operation, whether the procedure was done as an elective or emergency case and the patient’s ASA score. The document also outlined the key operative steps that could be ticked off using yes/no answers, a section for white space answers for additional details and pre-written post operative instructions that could be added to. Results This standardised operation note was well received by colleagues and facilitates rapid and thorough documentation. It ensures all steps are documented and so reduces the risk of omissions. Furthermore, it ensures legibility should it need to be referred to in the future, ensuring medico-legal compliance. Conclusions This operation note is medico-legally more rigorous, ensures legibility and is easier to use for auditing purposes. Producing the document was also an excellent trainee opportunity as it encouraged consideration of the important operative steps and outlining them in a step wise format.

Development and Preliminary Validation of the Dating Violence Prevention Self-Efficacy Scale for School Staff.

This article describes the development of an instrument used to evaluate the perceived self-efficacy of school staff in addressing dating violence (DV) among youth. The study employed a mixed exploratory sequential design. First, a series of items was elaborated upon based on the scientific literature on self-efficacy and material from 15 semi-structured interviews conducted with school staff. Then, a sample of 110 school staff members answered an online survey. An exploratory factor analysis revealed a two-factor structure reflecting dimensions of self-efficacy in addressing DV: communicating DV content to youth (α = .93) and the ability to intervene with youth who experience DV (α = .91). The scale could offer a means to assess the effectiveness of training offered to school counselors and teachers regarding DV prevention.

Establishing Priorities for Improving Data Collection and Measurement of Mental Health and Well-Being of Adolescents With Special Educational Needs Within Nonmainstream Schools: Protocol for a Delphi Study.

There are more than 1.5 million children and young people in England with special educational needs (SEN), with over 160,000 young people in the United Kingdom attending a special school or alternative provision (AP) setting. Young people with SEN have been found to be at risk for poorer mental health and well-being than non-SEN peers. However, there is a range of both school-related and research challenges associated with identifying difficulties in a timely manner. This Delphi study aims to determine a list of stakeholder priorities for improving school-based measurement of mental health and well-being among young people with SEN, at an aggregated level, within secondary special school or AP settings. A secondary objective is to inform the implementation of school-based well-being surveys, improve engagement in special schools or AP settings, and improve survey response rates among children and young people with SEN. A mixed methods Delphi study will be conducted, including a scoping review and preliminary focus groups with school staff members and researchers to establish key issues. This will be followed by a 2-round Delphi survey to determine a list of stakeholder priorities for improving the measurement of mental health and well-being at an aggregate level within special schools and AP settings. A final stakeholder workshop will be held to discuss the findings. A list of recommendations will be drafted as a report for special schools and AP settings. The study has received ethical approval from the University College London Research Ethics Committee. The stage 1 scoping review has commenced. Recruitment for focus groups will begin in Autumn 2024. The first round of the Delphi survey will commence in early 2025, and the second round of the Delphi survey in the spring of 2025. The final workshop will commence in mid-2025 with final results expected in late 2025. There is a need for clear recommendations for special schools and AP settings on priorities for improving the measurement of mental health and well-being problems among young people with SEN. There is also a need for recommendations to researchers implementing school-based well-being surveys, including the #BeeWell program, to enable them to improve their engagement in special schools and AP settings and ensure surveys are accessible. PRR1-10.2196/58610.

The Impact of Trauma-Informed Training for a Youth Residential Center on Staff Attitudes and Behavior

ABSTRACT Purpose Children with behavioral issues in residential care settings have high rates of trauma, with a range of trauma experiences such as abuse and neglect, issues with attachment, and multiple disruptions in placements. Staff in these settings should have an understanding of trauma, its impact, and how to engage in trauma-informed practice. The purpose of this study was to examine whether a trauma-informed training, developed specifically based on the identified needs of a residential group care facility, had an impact on future staff attitudes and behaviors. Materials and methods A 3-h training was delivered by the researchers. Three identical sessions were provided to all 48 staff, regardless of education and role, across a 3-day period. Prior to the training, staff were given a pretest survey measuring components of trauma-informed (TI) practice that indicated how often the staff members engaged in TI practice. Thirty days later, the same participants completed a posttest survey to gauge if the training had an impact on their subsequent attitudes and behavior. Results There were improvements in many of the trauma-informed practice areas on the posttest survey. T-test analysis revealed five trauma-informed practice areas had improvements that were statistically significant from the pretest survey. Discussion The findings present the opportunity for recommendations for trauma-informed training development and delivery, as well as providing implications for the field of social work. Conclusion This study demonstrates the feasibility of administering a trauma-informed training program and observing relatively rapid improvements in future attitudes and behavior among staff.

Academic Brain-Drain and its Effect on Sustainability of Higher Education: A Case Study of Selected Public Tertiary Institutions in Ogun State

Abstract: The study investigated the effect of Academic Brain-Drain on sustainability of higher education in Public Tertiary Institutions in Ogun State, Nigeria. The target population for the study was the entire academic staff members of the selected Public Tertiary Institutions from three (3) Senatorial Districts in the State which consisted of 2058 Academic Staff members. The study selected a sample of 450 Academic Staff members through the use of purposive sampling technique. Cross-sectional survey was employed for the study to retrieve the expected data through a structured questionnaire. Descriptive statistics with the aid of tables were utilised to summarize the data obtained while multiple regression analysis was adopted for inferential purpose using SPSS version 26. Component factor analysis and Cronbach Alpha statistics were used to examine the validity and reliability of the instruments which yielded 80% and .767 respectively. The study found that Academic Brain Drain has a positive significant effect on Sustainability of Higher Education as emphasized by the t-statistic {f (3/446), t = 389.344, P< 0.05}. According to the model summary, R2=.803 suggests that the three factors: Poor Working Condition, Poor Pay Package and Inadequate Research Facilities together accounted for more than 80% of the variance in Sustainability of Higher Education. The study concluded that sustainability of higher education and Academic Brain-Drain have a strong, favorable, and significant relationship. The study recommended that good working conditions and better pay package be provided in public institutions in order to motivate the Academic Staff members and discourage them from migrating to where greener pasture can be found.

Resource Allocation and Performance of Microfinance Institutions in Machakos County, Kenya

This research study sought to determine the impact of resource allocation on the performance of MFIs in Machakos County. The study adopted a descriptive research design. The target population for the study included 63 staff members from the 21 registered MFIs in the county. The study utilized a purposive sampling technique in an effort to identify the most suited respondents for the study. A structured questionnaire was utilized as the data collection tool. The questionnaire was divided into two parts containing the demographic data relating to the respondent's background as part one and the second part covering resource allocation. The questionnaire was structured with a 5-point Likert scale. Descriptive and Inferential statistics were used in the analysis of the data. The linear regression analysis method was used to assess the associations between resource allocation and performance. The study established that resource allocation positively influenced the performance of MFIs in Machakos County. The study concluded that the manner in which resources are allocated significantly affects the performance of microfinance institutions in Machakos County. The study recommends that policymakers and microfinance institution (MFI) leaders should prioritize developing clear guidelines and frameworks for efficient resource allocation

Staffing Patterns in Nursing Homes, Assisted Living Communities, and Memory Care Units: Variation Across Shifts

ObjectivesTo assess the staffing patterns of direct care nursing staff by shift in nursing homes (NHs), assisted living communities (ALCs), and their corresponding memory care units (MCUs). DesignObservational study of the 2021 Ohio Biennial Survey of Long-Term Care Facilities and the Payroll-Based Journal data for December 2021. Setting and ParticipantsNHs (n = 678) and ALCs (n = 542) that reported staffing by shift in Ohio. MethodsResident-to-staff ratios in Ohio were calculated from staffing data. The proportion of daily nursing staff assigned to each shift was based on staffing data from the Biennial Survey for NHs and ALCs. Outcomes were calculated for aides and licensed nursing staff. ResultsOhio's NHs and ALCs had lower resident-to-staff ratios on the day shift. Lower resident-to-staff ratios mean there were more staff per resident (ie, better staffed). For both types of staff and all shifts, overall resident-to-staff ratios were lower in NHs than ALCs. However, resident-to-staff ratios for ALC MCUs were on par with NH MCUs. This was consistent with ALC and NH MCUs staffing in a more similar manner. Across all settings, the day shift had the most staff members present, while a number of ALCs had no licensed nurses on duty during the overnight shift. Conclusions and ImplicationsNHs and ALCs have different staffing patterns due to differences in resident needs. However, as ALCs provide for more residents that need NH level of care, ALCs may require additional staffing, especially on the overnight shift where some ALCs have no licensed nurses on duty. The evidence here can be used for decision making about future staffing policies, whether facility-wide policies that encompass MCUs or state-wide policies, so that care delivery aligns with care needs.

Promoting Physical Activity Among Health Professional Students, Faculty, and Staff Members: A Competition-Based Intervention

This program review presents data for the Deans’ Fit Family Challenge (DFFC) and proposes future directions for improvement, informed by the Social Cognitive Theory. The DFFC is a multi-week physical activity competition held annually between three health professional programs, focusing on the development of self-efficacy, self-regulation, and social support of health-related fitness. Participants competed in teams of two and tracked their activity minutes weekly using the ChallengeRunner app or through manual entry. Weekly winners were announced, and the winning college was determined from a composite score of active minutes and weight loss. Since 2019, 1164 participants reported an average of 217.1 weekly minutes of physical activity during the DFFC. An average of 94.0% of participants reported minutes in week 1, compared to 56.3% in week 8. The DFFC is an important initiative to potentially promote physical activity levels among participating programs. While motivational strategies are being incorporated and executed in the DFFC, there is a need for ongoing exploration and improvement to enhance future competition-based interventions among health professional students, faculty, and staff.

Leadership Styles of Principals and Job Satisfaction: An Empirical Study in Colleges of Education in Ghana

This study examined leadership styles of principals and their effects on staff job satisfaction in Colleges of Education in Ghana. Guided by the pragmatism philosophy, and underpinned by McGregor’s (1960) theory X-Y, the study utilised the descriptive survey research design to gather data from the respondents. The study employed the multi-stage sampling technique to select 210 staff to fill out questionnaires while five principals were chosen through purposive sampling for interview. In all, 215 respondents were selected from a population of 443 for the study. The quantitative data was analysed using descriptive and inferential statistical tools such as the mean, standard deviation, and multiple linear regression with the help of Statistical Product for Service Solution (SPSS), whilst the qualitative data was analysed thematically. It was revealed that the majority of principals in the Colleges of Education showed transformational leadership style but some were also seen as transactional leaders. Again, regardless of existing promotion opportunities, the staff were unsatisfied with their pay and benefits. The study found a significant moderate positive relationship between principals’ transformational leadership style and staff job satisfaction. Furthermore, across the dimensions of transformational leadership style, the idealised influence (Beta = .517, p<.05) and individualised consideration (Beta = .285, p = .013<.05) significantly predicted job satisfaction. It can be concluded that transformational leadership style of principals has significant moderate positive influence on job satisfaction of members of staff in Colleges of Education in Ghana. It was recommended that Ministry of Education in collaboration with the Colleges of Education should organise periodic seminars to train principals and other college officials on transformational leadership and how to apply it. Such seminars will help principals lead effectively and keep college staff satisfied with their jobs.

A Study Examining the Customer Service Experience Using the Partial Least Square (PLS) Approach, with a Particular Focus on Personal Interaction Encounters and Customer Involvement

The relationship between academic achievement, student happiness, and the quality of academic services provided by university staff is a critical issue in Malaysian public higher education. This correlation highlights the importance of understanding the factors that influence the interactions between academic staff and students. Knowledge of the variables affecting how academic staff members and service encounters interact is quite important. This study aims to examine the influence of personal interaction encounters and customer involvement on the level of customer service experience provided by academic staff at Malaysian public universities. To gather data from 454 academic faculty members at Malaysian public universities, a self-administered questionnaire was developed. PLS 4.0 was used in this work and proportionate stratified random sampling was utilized. The results showed significant relationships between consumer involvement and personal interaction encounters with customer service experience. By acknowledging and addressing these variables, Malaysian public universities can foster more positive and productive interactions between staff and students or other stakeholders, ultimately improving the academic experience.

Reigniting the Flame: Moving from Burnout Toward Resiliency at an NCI Comprehensive Cancer Center

<i>Introduction</i>: Resilience and burnout are current healthcare buzzwords. Accelerated by the COVID-19 pandemic, efforts to create programming to improve healthcare worker resilience while minimizing burnout symptoms in the workplace environment have increased exponentially. Informal, grassroots effort gave rise to a robust resiliency committee and the development of a Division of Employee Resiliency entirely dedicated to building employee resilience and preventing burnout at Roswell Park Comprehensive Cancer Center, in Buffalo, NY. <i>Methods</i>: Qualitative data was obtained through conversations with multidisciplinary staff members to understand organizational strengths and growth areas. The Mini-Z 2.0 survey was offered to all employees to understand the experience of joy at work, supportive environment, and pace and stress. <i>Results</i>: Qualitative findings indicated that while serving patients and focusing on the mission are consistently identified strengths, concerns about workload, recognition, work relationships, fairness, autonomy, and values conflicts exist. Quantitatively, scores on the Mini-Z suggests that employees do not experience a joyful workplace, working in a under supportive environments, do not have manageable stress and pace, and experience burnout symptoms. <i>Discussion</i>: A strategic approach combines individual interventions with programmatic and organizational initiatives designed to support systemic change. As burnout and moral distress remain high due to evolving stressors and challenges, tracking burnout, and implementing system-level change, based upon quantitative data and qualitative accounts, may improve workplace culture, promote individual resilience, and improve patient outcomes.

Training Nurses in Trauma-Informed Care to Address Workplace Violence in Inpatient Settings.

Frontline workers in psychiatric facilities are exposed to considerable risks of verbal and physical assaults, with 40% to 65% of mental health nurses experiencing violence in the workplace. The goal of this pilot study was to assess the readiness and motivation for adopting trauma-informed care (TIC) to address workplace violence in an acute care psychiatric hospital. A pre-post quality improvement study was conducted in two pilot units of a 274-bed acute care psychiatric hospital, involving a discussion-based seminar and a practical exercise. Surveys assessed participants' readiness and motivation posttraining. Sixty-eight staff members completed part 1 training, with 63 (92.6%) reporting being prepared to use TIC principles afterward. All 14 staff members (100%) who completed part 1 and part 2 training reported being motivated to apply the TIC model after the intervention. The results show that TIC training may impact self-reported strategies for reducing workplace violence. Education in trauma-informed care may prove to be beneficial in providing nurses with the necessary skills to effectively implement TIC principles in their daily practices. [J Contin Educ Nurs. 2024;55(10):472-478.].

Interdisciplinary teaching squares enhance reflection and collegiality: A collaborative pedagogical approach

AimTo explore the experiences of interdisciplinary Higher Educational Academics within Nursing, Midwifery, Pharmacy and Biomedical Science in the use of teaching squares as a formative, collaborative pedagogical tool to promote reflection. BackgroundOne approach to enhancing academic teaching practice involves the provision of feedback to individual academics. This approach can be challenging for the reviewer, hence other less intimidating approaches are popular. One such approach is the teaching square. In this approach typically 4 other teaching staff are involved in observing their peers’ teaching methods (synchronous or asynchronous) and then engaging in a cycle of personal reflection. Reflection on teaching practices of their peers can provide opportunity to improve their own teaching. Typically teaching squares involve participants from the same academic discipline, however, in this study participants from related yet different disciplines were purposely connected and the benefits of this approach assessed. DesignA qualitative descriptive design was used to explore the participants’ experiences of undertaking interdisciplinary teaching squares through online questionnaires and focus group feedback opportunities. MethodsThis study was undertaken between August 2022 to June 2023 at an Australian university. Sixteen academic staff members from Nursing, Midwifery, Pharmacy & Pharmaceutical science and Biological science expressed an interest in the project. Five participants elected not to continue citing time pressures and 11 staff members participated in the project. Participation involved completing the teaching square experience and a subsequent focus group that were held to explore their experiences of undertaking a teaching square. The demographic survey data were presented and the focus group interviews were recorded, transcribed and analysed thematically. ResultsTriangulation of the findings resulted in the identification of four main themes: Teaching squares for professional networks; Perceptions of Safety; Stepping in and out of a reflective cycle; and Time Constraints vs. Time Value. ConclusionsThe study aimed to explore the effectiveness of teaching squares in encouraging academic reflection on teaching and fostering a collaborative teaching culture within interdisciplinary higher education academics. An unexpected finding was the value and promotion of interdisciplinarity professional relationships and networks. The findings from this research project offer valuable insights into the benefits of adopting teaching squares in health education and contributes to evidence-based pedagogical practices.