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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Lessons from a cross-institutional online professional development pilot.

Jeremy A Hughes¹, Tonya Martin², Timothy D Gladwell³

¹Chicago State University College of Pharmacy, 9501 N. King Avenue, Douglas Hall 3070, Chicago, IL, United States.

Currents in Pharmacy Teaching & Learning

|May 18, 2023

Summary

Faculty development programs at Historically Black Colleges and Universities (HBCU) and Predominantly Black Institutions (PBI) can be improved through collaborative, online approaches. Action research supports continuous quality improvement in multi-institution faculty development.

Keywords:

Communities of practice Community of inquiry Consortium Cross-institutional communication HBCU pharmacy schools Joint faculty development Online faculty development

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Area of Science:

Pharmacy education
Higher education administration
Online learning

Background:

Faculty development programming for pharmacy programs at Historically Black Colleges and Universities (HBCU) and Predominantly Black Institutions (PBI) often occurs in silos.
There is a need for high-quality, collaborative faculty development that leverages online environments to serve these institutions.

Purpose of the Study:

To reflect on a collaborative faculty development program for HBCU and PBI pharmacy programs.
To evaluate the effectiveness of an online, multi-institution faculty development initiative.

Main Methods:

A pilot online faculty development program was implemented for pharmacy programs at five HBCUs and one PBI.
The program included a two-hour video conference/webinar with networking and breakout sessions.
Kolb's Cycle of Experiential Learning and Garrison's Community of Inquiry Framework were used for analysis.

Main Results:

The pilot program focused on increasing faculty and student knowledge and awareness of mindsets.
Project goals included beta-testing web conference formats, developing cross-institutional networking, and identifying resource-sharing avenues.
The initiative provided a platform for beta-testing interactive web conference formats and fostering cross-institutional collaboration.

Conclusions:

Action research approaches are effective for continuous quality improvement in multi-institution faculty development.
Lessons learned from this initiative can inform future collaborative faculty development and consortium efforts for institutions serving minoritized students.