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Faculty Peer Review as a Strategy to Assure Quality in a New Team-Based Learning Curriculum-a Single Institution Experience.

ABSTRACT: Team-Based Learning (TBL) has focused largely on teaching faculty to develop lessons and help learners apply content. TBL literature has overlooked providing guidance or training in quality assurance. In this study, we describe a single institution's experience with successfully shifting to the TBL model from a traditionally didactic curriculum. A faculty peer review program (FPRP) was instituted to assure that faculty developed quality TBLs and facilitated them according to their training. The transition from didactics to TBL was facilitated by (1) TBL faculty training, (2) development of a peer review committee, and (3) implementation of the FPRP. Following the implementation of the FPRP, students combined mean scores on major shelf exams in Biochemistry increased from 76.9 to 84.1%; Cell Biology, from 77.5 to 82.5%. Their National Board of Medical Examiners Biochemistry shelf exam mean scores increased from 52.4 to 60.8%; overall percentile ranking increased from the 59th to the 85th percentile. The FPRP proved to be integral to TBL faculty development and curricular change efforts. In a survey issued only to faculty who used the TBL model, they expressed appreciation for the FPRP and identified it as a contributing factor in the successful transition to the new TBL curriculum.

SUBMITTER: Ellis SK

PROVIDER: S-EPMC8368823 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundAdoption and use of effective, research-based instructional strategies (RBISs) for STEM education is less widespread than hoped. To promote further use of RBISs, the propagation paradigm suggests that developers work with potential adopters during the development process, and provide ongoing support after adoption. This article investigates the impact of a faculty online learning community (FOLC) as a professional development mechanism for supporting faculty adopting a research-based curriculum. A FOLC uses video conference technology and online platforms to connect geographically dispersed faculty with similar backgrounds (e.g., physics faculty) and supports their teaching development. In the context of a specific FOLC, this article seeks to determine the outcomes the FOLC achieves, and how.ResultsAnalysis of a FOLC meeting identified opportunities for rich, complex social interaction centered on the research-based curriculum. By functioning as a sounding board for ideas, a space to share experiences, a source of affective support, and a venue for troubleshooting, the FOLC mediates the achievement of a range of outcomes related to implementation of the curriculum. Survey results indicate that members feel a sense of community in the FOLC and that it provides encouragement through teaching challenges. Further results indicate participants' increased confidence in using the curriculum; familiarity with the curriculum structure and content; increased knowledge of pedagogical techniques; reflection on teaching practices in the curriculum; and use of pedagogical techniques aligned with the curriculum's core principles. Emerging evidence supports more distal outcomes, including student learning, persistence in using the curriculum, reflection in teaching practice across courses taught, and use of research-based pedagogy in other courses.ConclusionsThe propagation paradigm emphasizes the need for ongoing support for adopters of RBISs. The FOLC model provides participating faculty with ongoing support through participation in a community and is an effective support mechanism for adopters of a research-based curriculum. In this study, FOLC members are increasing their knowledge and use of pedagogical techniques in the curriculum-specific course and beyond. This is facilitated by the opportunities in the FOLC for troubleshooting, idea sharing, and receiving encouragement through challenges. This model has the potential to support adopters of additional educational innovations.Supplementary informationThe online version contains supplementary material available at 10.1186/s40594-020-00268-7.

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Faculty Peer Review as a Strategy to Assure Quality in a New Team-Based Learning Curriculum-a Single Institution Experience.

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