This article describes the need for health professions educators to consider their and others' epistemologies in their work. It introduces four categories of epistemic beliefs and discusses common topics and their relationships to epistemological traditions, including how they can conflict with one another. It also suggests a mechanism for…

This chapter describes assessment strategies as applied through a course redesign in an undergraduate Social Problems course that features local, national, and international topics. The alignment between the assessment strategies used in this course and the pedagogical improvements implemented is intentionally directed at the development of…

Drawing upon theory and prior research this article describes a comprehensive framework to enhance professional identity formation through the development of a health professions course involving multiple disciplines.

This chapter describes a pedagogy-first summer faculty development program designed to support faculty who want to add digital components to a course or academic program.

This article describes the development and assessment of teaching strategies to enhance student professional identity development by shifting the pedagogical focus from content knowledge to the practice of interpersonal and conflict resolution skills, and reflection to create awareness, observe growth, and find meaning.

This chapter explores the development of the Jefferson Health Mentors Program over the past decade and the challenges and solutions to continue to provide a relevant interprofessional curriculum.

This chapter describes InTeGrate, a national sustainability curricular development program, and the influence of the program on instructors who created the curriculum as well as those who utilized the InTeGrate curriculum in their courses.

This chapter focuses on intentional educational development activities designed to prepare faculty for effective teaching and assessment of student learning. Some benefits of such activities include improved alignment of courses with programmatic outcomes, higher success rates in course reviews, and better demonstration of student learning on…

This chapter describes the goals and structure of a service-learning experience integrated into a medical education curriculum. The curricular innovation fosters student understanding of social accountability, interprofessional teamwork as well as social determinants of health and can serve as an educational model for training future providers.

This chapter discusses the impact of COVID on academic service-learning curriculum and how online course quality assessment can inform improvements to face-to-face courses with a focus on diversity, equity, and inclusion. The authors share their perspectives on applying assessment techniques developed during the pandemic to promote equity in…

This article describes the integration of self-authorship theory to aid post-professional healthcare students in the continued development of professional identity. Specific teaching and instructional strategies are provided along with curricular development using a self-authorship framework.

This chapter describes how faculty at the University of Vermont are trained to teach their university-wide sustainability general education requirement and how they execute teaching in the classroom.

This chapter describes the Integrated Online Team-Based Learning (IO-TBL) model, an online TBL course design which utilizes both asynchronous and synchronous modes of engagement to maximize the benefits of TBL in an online environment. Students' perceptions of the effective and ineffective aspects of the IO-TBL model are also reported.

Design thinking is on the rise as a novel method for creative problem solving in healthcare professional programs. This article will focus on implementation of the concepts of design thinking in the classroom, its utility in pharmacy education, and the advantages it provides from both the faculty and students' perspectives within the…

In this article, we describe the process of turning assessment results into substantial curricular revision, report on the mechanisms we used to encourage, measure, and reinforce successes, and outline the vertical and horizontal curriculum map of writing at Stetson University. We conclude with questions we have identified along the way and the…