Elevating the University Teaching Qualification: From Ticking the Box to Actual Impact on Teaching

At the medical faculty of a Dutch university, about 85 teachers annually participate in the University Teaching Qualification (UTQ) trajectory. Although the trajectory had long remained unchanged, evaluations showed that many joined primarily to obtain certification, with limited intrinsic motivation. The assessment portfolio was experienced as burdensome and insufficiently reflective.

We aimed to redesign the UTQ trajectory to foster not only qualification but also sustainable professional growth, better aligned with teachers' daily educational practice.

The trajectory was revised iteratively. The portfolio gained a more integrated role as participants were encouraged to develop it continuously during and between sessions, supported by formative feedback. This differed from the previous approach, where participants often did not engage in reflection on their teaching until after the final session. Furthermore, coherence across sessions was strengthened, and links to participants' own practices were enhanced through competency-based assignments and a personal project involving the (re)design of their own educational activity.

Through questionnaires and interviews, participants (N = 83) reported gained knowledge and confidence and felt the trajectory was practically relevant. The integrated portfolio enhanced reflection and growth, while peer learning, microteaching, and frequent feedback supported continuous learning and innovation.

The iterative redesign illustrated that innovation in faculty development can emerge through incremental, feedback-driven change. Evaluations from participants and facilitators guided adjustments to sequence, assignments, and support. Close collaboration between program designers and facilitators enabled rapid improvements.