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

Area of Science:

• Higher Education Pedagogy
• Health Professions Education
• Academic Staff Development

Background:

• Academic teaching enhancement often relies on feedback, which can be challenging.
• Teaching squares offer a less intimidating peer observation and reflection method.
• This study uniquely connected academics from diverse yet related health disciplines (Nursing, Midwifery, Pharmacy, Biomedical Science).

Purpose of the Study:

• To explore interdisciplinary academics' experiences with teaching squares.
• To assess teaching squares as a tool for formative, collaborative pedagogical development.
• To promote reflection and enhance teaching practices in higher education.

Main Methods:

• Qualitative descriptive design.
• Online questionnaires and focus group feedback.
• Thematic analysis of focus group interviews from 11 participants.

Main Results:

• Four key themes emerged: professional networks, perceptions of safety, reflective cycles, and time value.
• Teaching squares fostered interdisciplinary professional relationships and networks.
• Participants experienced both benefits and challenges related to time constraints.

Conclusions:

• Teaching squares effectively encourage academic reflection and collaborative teaching cultures.
• An unexpected benefit was the promotion of interdisciplinary professional relationships.
• Findings offer insights for evidence-based pedagogical practices in health education.