PURPOSE:
A learning community is a group of educators that meet regularly with the
purpose of improving their teaching skills and knowledge. Traditionally,
learning communities operate at an institutional level and, while this offers
connections across disciplines, it tends to address topics that are
pre-selected instead of addressing and adapting to specific programmatic
needs. To address this gap, we have developed a protocol for a facilitated
learning community run by educational developers to a specific program.
METHODS:
Two needs-assessment instruments were created. The first is a reflection
instrument that requires minimal educator time. The second, grounded in
organizational support theory and transformative learning theory, provides a
broader examination of educator needs and barriers for programmatic change to
processes and pedagogy. Educational developers synthesize the results of
these assessments and lead educators to analyze and prioritize needs to
determine learning community session topics. They then design and facilitate
sessions with practical evidence-based pedagogy support collaboratively
tailored to programmatic needs.
RESULTS:
Three health professions programs have completed the needs assessments and
participated in facilitated learning community sessions. Sessions have been
well received, with strong and consistent faculty engagement. The learning
communities have supported the adoption of evidence-based practices related
to metacognition, educational technology, support for struggling learners,
and revisions to student orientation events. Faculty have also enhanced
skills in curricular reform, collaborative course design, and backward
design. Participants reported valuing the flexibility to identify and address
emergent needs within their programs.
CONCLUSION:
This facilitated, program-specific learning community model has fostered
shared vision, collaboration, reflective practice, and faculty development.
The protocol for conducting needs assessments and prioritizing professional
development topics offers a scalable, adaptable approach that can be
implemented across institutions seeking to align faculty development with
programmatic goals.