Article type
Abstract
• Background: Evidence based education has evolved in recent times, although formal reports of faculty development initiatives about it are scarce. University teachers require training for the appropriate use of educational evidence in teaching practice, ideally in an interprofessional setting.
• Objectives: To describe a faculty development institutional experience with an evidence-based education (EBE) workshop, analyze its challenges and lessons learned.
• Methods: An interdisciplinary EBE workshop was designed at the National Autonomous University of Mexico (UNAM), targeted to faculty from all areas of knowledge. The first workshop was implemented in 2016. It included basic concepts of EBE, generation of educational questions, use of educational databases for locating evidence, critical appraisal of educational papers, and application of educational evidence in practice. The course has been enriched and modified with the implementation experiences and participants’ evaluations: balance of synchronic and asynchronic activities, problem-based learning, use of digital tools, spaced synchronic sessions, among others.
• Results: 21 EBE workshops have taken place, 11 hybrid and 10 completely online (in the pandemic attendees increased from 30 to about 100 per course). 625 Teachers have completed all course assignments and activities. Participants are from four areas: physics, mathematics, and engineering; biology, chemistry and health; social sciences; humanities and arts. Use of Perusall for collaborative reading and annotation was an interesting and challenging activity. Two peer-reviewed publications about the course were published. Several open resources were created (e.g., EBE toolbox). Course evaluations were highly positive, participants’ feedback and suggestions were incorporated. Most participants highly value the educational worth of the course and its practical uses; all increased their knowledge and use of institutional digital libraries and evidence sources; the intrinsic complexity of educational research published papers was recognized by participants. A community of practice was created.
• Conclusions: The EBE workshop has been a satisfactory learning journey for faculty and attendees. The importance of scholarly evidence for educational decision-making and practice should be emphasized, and the challenges of critically appraising educational papers in the teaching community shouldn’t be underestimated. Faculty development experiences that move beyond identity and discipline-focused activities are achievable.
• Objectives: To describe a faculty development institutional experience with an evidence-based education (EBE) workshop, analyze its challenges and lessons learned.
• Methods: An interdisciplinary EBE workshop was designed at the National Autonomous University of Mexico (UNAM), targeted to faculty from all areas of knowledge. The first workshop was implemented in 2016. It included basic concepts of EBE, generation of educational questions, use of educational databases for locating evidence, critical appraisal of educational papers, and application of educational evidence in practice. The course has been enriched and modified with the implementation experiences and participants’ evaluations: balance of synchronic and asynchronic activities, problem-based learning, use of digital tools, spaced synchronic sessions, among others.
• Results: 21 EBE workshops have taken place, 11 hybrid and 10 completely online (in the pandemic attendees increased from 30 to about 100 per course). 625 Teachers have completed all course assignments and activities. Participants are from four areas: physics, mathematics, and engineering; biology, chemistry and health; social sciences; humanities and arts. Use of Perusall for collaborative reading and annotation was an interesting and challenging activity. Two peer-reviewed publications about the course were published. Several open resources were created (e.g., EBE toolbox). Course evaluations were highly positive, participants’ feedback and suggestions were incorporated. Most participants highly value the educational worth of the course and its practical uses; all increased their knowledge and use of institutional digital libraries and evidence sources; the intrinsic complexity of educational research published papers was recognized by participants. A community of practice was created.
• Conclusions: The EBE workshop has been a satisfactory learning journey for faculty and attendees. The importance of scholarly evidence for educational decision-making and practice should be emphasized, and the challenges of critically appraising educational papers in the teaching community shouldn’t be underestimated. Faculty development experiences that move beyond identity and discipline-focused activities are achievable.