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How an Online Teaching Community Supports and Equips Interprofessional Graduate Faculty
Michelle J Pearce1, Christina Cestone
1Dr. Pearce: Professor and Program Director, Graduate School, University of Maryland, Baltimore, MD, and Department of Psychiatry and Behavioral Sciences, Duke University Medical Center, Durham, NC. Dr. Cestone: Executive Director, Faculty Center for Teaching and Learning, Program Director and Associate Professor, PhD in HPE, Graduate School, University of Maryland, Baltimore, MD.
An online teaching community (OTC) fostered peer support and resource sharing among health professions faculty, enhancing online instruction skills, especially during the COVID-19 pandemic.
Area of Science:
- Health Professions Education
- Online Learning
- Faculty Development
Background:
- Learning communities enhance teaching skills, innovation, and scholarship.
- The study examined an online teaching community for interprofessional graduate faculty.
- Context included the COVID-19 pandemic's impact on higher education.
Purpose of the Study:
- To understand the impact of an online teaching community (OTC) on interprofessional graduate faculty.
- To assess faculty experiences with online teaching support and resources.
- To evaluate the OTC's relevance and effectiveness in a health professions university setting.
Main Methods:
- Established the University of Maryland, Baltimore's Online Teaching Community (OTC) in 2019.
- Conducted monthly online meetings with topical presentations and discussions.
- Collected impact data via surveys (May 2020) and live polls (January 2021).
Main Results:
- OTC membership doubled, showing increased relevance post-COVID-19.
- Faculty reported enhanced sense of community and support.
- Participants gained strategies and shared resources for online instruction.
Conclusions:
- Online teaching communities effectively support and equip interprofessional graduate faculty for online teaching.
- The described OTC model can be adapted for implementation at other institutions.
- Such communities are valuable for professional development in online pedagogy.
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