Interdisciplinary reflection by higher education academics using teaching squares: A scoping review
To explore the use of teaching squares by interdisciplinary Higher Education (HE) academics when engaging in a cycle of teaching reflection. A scoping review of published and unpublished research between 2012 and 2022. Systematic search of ten (10) electronic databases and hand searching of referenc...
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| Published in | Nurse education today Vol. 142; p. 106353 |
|---|---|
| Main Authors | , , , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Scotland
Elsevier Ltd
01.11.2024
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0260-6917 1532-2793 1532-2793 |
| DOI | 10.1016/j.nedt.2024.106353 |
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| Abstract | To explore the use of teaching squares by interdisciplinary Higher Education (HE) academics when engaging in a cycle of teaching reflection.
A scoping review of published and unpublished research between 2012 and 2022.
Systematic search of ten (10) electronic databases and hand searching of reference lists identified 13 studies for review.
Studies were included if reflection was undertaken on teaching and involved the disciplines of Nursing, Midwifery, Pharmacy, and Biomedical Sciences. The data were extracted and charted and presented using the Patterns, Advances, Gap, Evidence for practice and Research [PAGER] framework.
The main theme identified in the review was that teaching squares led to the development of improved pedagogical skills. This skills improvement was facilitated by the creation of positive academic relationships formed by undertaking interdisciplinary observation, reflection and other serendipitous events. HE academics gained positive benefits from this process, especially those newly transitioning into academia. Some examples of these benefits included increased awareness of one's own teaching practice, deeper understanding of the student experiences and the HE academic feeling less isolated and more reassured about their teaching. Undertaking interdisciplinary reflection led to the development of social capital, resulting in increased confidence. This was evident by the development of new professional relationships from increased networking opportunities external to the faculty in which the HE academic was located. The culture within each context served as either a barrier or facilitator to engaging in reflection. We also noted there were a variety of ways in which reflection was being undertaken, with new insights gained during COVID-19.
This scoping review explored the current published literature on reflection on teaching undertaken by HE academics within Nursing, Midwifery, Pharmacy and Biomedical Science disciplines. The key outcomes for the interdisciplinary stakeholders were increased levels of confidence, learning of new ways of teaching, and insight into the student experience by undertaking interdisciplinary reflection. From a faculty perspective this is meant there was an increase of social network development and provided higher levels of social capital, especially for those transitioning into academia. The pandemic led to an increased reliance on reflection of virtual reflection, which may become the norm. Further research is required to explore the experiences and perceptions of reflection for this cohort of HE teachers.
•A review of the empirical literature on interdisciplinary reflection•Nursing, Midwifery, Pharmacy and Biomedical Sciences higher education academics•Teaching squares provides an opportunity for self-directed reflection on episodes of teaching•Interdisciplinary reflection increases social capital from networking opportunities |
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| AbstractList | To explore the use of teaching squares by interdisciplinary Higher Education (HE) academics when engaging in a cycle of teaching reflection.OBJECTIVETo explore the use of teaching squares by interdisciplinary Higher Education (HE) academics when engaging in a cycle of teaching reflection.A scoping review of published and unpublished research between 2012 and 2022.DESIGNA scoping review of published and unpublished research between 2012 and 2022.Systematic search of ten (10) electronic databases and hand searching of reference lists identified 13 studies for review.DATA SOURCESSystematic search of ten (10) electronic databases and hand searching of reference lists identified 13 studies for review.Studies were included if reflection was undertaken on teaching and involved the disciplines of Nursing, Midwifery, Pharmacy, and Biomedical Sciences. The data were extracted and charted and presented using the Patterns, Advances, Gap, Evidence for practice and Research [PAGER] framework.REVIEW METHODSStudies were included if reflection was undertaken on teaching and involved the disciplines of Nursing, Midwifery, Pharmacy, and Biomedical Sciences. The data were extracted and charted and presented using the Patterns, Advances, Gap, Evidence for practice and Research [PAGER] framework.The main theme identified in the review was that teaching squares led to the development of improved pedagogical skills. This skills improvement was facilitated by the creation of positive academic relationships formed by undertaking interdisciplinary observation, reflection and other serendipitous events. HE academics gained positive benefits from this process, especially those newly transitioning into academia. Some examples of these benefits included increased awareness of one's own teaching practice, deeper understanding of the student experiences and the HE academic feeling less isolated and more reassured about their teaching. Undertaking interdisciplinary reflection led to the development of social capital, resulting in increased confidence. This was evident by the development of new professional relationships from increased networking opportunities external to the faculty in which the HE academic was located. The culture within each context served as either a barrier or facilitator to engaging in reflection. We also noted there were a variety of ways in which reflection was being undertaken, with new insights gained during COVID-19.RESULTSThe main theme identified in the review was that teaching squares led to the development of improved pedagogical skills. This skills improvement was facilitated by the creation of positive academic relationships formed by undertaking interdisciplinary observation, reflection and other serendipitous events. HE academics gained positive benefits from this process, especially those newly transitioning into academia. Some examples of these benefits included increased awareness of one's own teaching practice, deeper understanding of the student experiences and the HE academic feeling less isolated and more reassured about their teaching. Undertaking interdisciplinary reflection led to the development of social capital, resulting in increased confidence. This was evident by the development of new professional relationships from increased networking opportunities external to the faculty in which the HE academic was located. The culture within each context served as either a barrier or facilitator to engaging in reflection. We also noted there were a variety of ways in which reflection was being undertaken, with new insights gained during COVID-19.This scoping review explored the current published literature on reflection on teaching undertaken by HE academics within Nursing, Midwifery, Pharmacy and Biomedical Science disciplines. The key outcomes for the interdisciplinary stakeholders were increased levels of confidence, learning of new ways of teaching, and insight into the student experience by undertaking interdisciplinary reflection. From a faculty perspective this is meant there was an increase of social network development and provided higher levels of social capital, especially for those transitioning into academia. The pandemic led to an increased reliance on reflection of virtual reflection, which may become the norm. Further research is required to explore the experiences and perceptions of reflection for this cohort of HE teachers.CONCLUSIONThis scoping review explored the current published literature on reflection on teaching undertaken by HE academics within Nursing, Midwifery, Pharmacy and Biomedical Science disciplines. The key outcomes for the interdisciplinary stakeholders were increased levels of confidence, learning of new ways of teaching, and insight into the student experience by undertaking interdisciplinary reflection. From a faculty perspective this is meant there was an increase of social network development and provided higher levels of social capital, especially for those transitioning into academia. The pandemic led to an increased reliance on reflection of virtual reflection, which may become the norm. Further research is required to explore the experiences and perceptions of reflection for this cohort of HE teachers. To explore the use of teaching squares by interdisciplinary Higher Education (HE) academics when engaging in a cycle of teaching reflection. A scoping review of published and unpublished research between 2012 and 2022. Systematic search of ten (10) electronic databases and hand searching of reference lists identified 13 studies for review. Studies were included if reflection was undertaken on teaching and involved the disciplines of Nursing, Midwifery, Pharmacy, and Biomedical Sciences. The data were extracted and charted and presented using the Patterns, Advances, Gap, Evidence for practice and Research [PAGER] framework. The main theme identified in the review was that teaching squares led to the development of improved pedagogical skills. This skills improvement was facilitated by the creation of positive academic relationships formed by undertaking interdisciplinary observation, reflection and other serendipitous events. HE academics gained positive benefits from this process, especially those newly transitioning into academia. Some examples of these benefits included increased awareness of one's own teaching practice, deeper understanding of the student experiences and the HE academic feeling less isolated and more reassured about their teaching. Undertaking interdisciplinary reflection led to the development of social capital, resulting in increased confidence. This was evident by the development of new professional relationships from increased networking opportunities external to the faculty in which the HE academic was located. The culture within each context served as either a barrier or facilitator to engaging in reflection. We also noted there were a variety of ways in which reflection was being undertaken, with new insights gained during COVID-19. This scoping review explored the current published literature on reflection on teaching undertaken by HE academics within Nursing, Midwifery, Pharmacy and Biomedical Science disciplines. The key outcomes for the interdisciplinary stakeholders were increased levels of confidence, learning of new ways of teaching, and insight into the student experience by undertaking interdisciplinary reflection. From a faculty perspective this is meant there was an increase of social network development and provided higher levels of social capital, especially for those transitioning into academia. The pandemic led to an increased reliance on reflection of virtual reflection, which may become the norm. Further research is required to explore the experiences and perceptions of reflection for this cohort of HE teachers. To explore the use of teaching squares by interdisciplinary Higher Education (HE) academics when engaging in a cycle of teaching reflection. A scoping review of published and unpublished research between 2012 and 2022. Systematic search of ten (10) electronic databases and hand searching of reference lists identified 13 studies for review. Studies were included if reflection was undertaken on teaching and involved the disciplines of Nursing, Midwifery, Pharmacy, and Biomedical Sciences. The data were extracted and charted and presented using the Patterns, Advances, Gap, Evidence for practice and Research [PAGER] framework. The main theme identified in the review was that teaching squares led to the development of improved pedagogical skills. This skills improvement was facilitated by the creation of positive academic relationships formed by undertaking interdisciplinary observation, reflection and other serendipitous events. HE academics gained positive benefits from this process, especially those newly transitioning into academia. Some examples of these benefits included increased awareness of one's own teaching practice, deeper understanding of the student experiences and the HE academic feeling less isolated and more reassured about their teaching. Undertaking interdisciplinary reflection led to the development of social capital, resulting in increased confidence. This was evident by the development of new professional relationships from increased networking opportunities external to the faculty in which the HE academic was located. The culture within each context served as either a barrier or facilitator to engaging in reflection. We also noted there were a variety of ways in which reflection was being undertaken, with new insights gained during COVID-19. This scoping review explored the current published literature on reflection on teaching undertaken by HE academics within Nursing, Midwifery, Pharmacy and Biomedical Science disciplines. The key outcomes for the interdisciplinary stakeholders were increased levels of confidence, learning of new ways of teaching, and insight into the student experience by undertaking interdisciplinary reflection. From a faculty perspective this is meant there was an increase of social network development and provided higher levels of social capital, especially for those transitioning into academia. The pandemic led to an increased reliance on reflection of virtual reflection, which may become the norm. Further research is required to explore the experiences and perceptions of reflection for this cohort of HE teachers. •A review of the empirical literature on interdisciplinary reflection•Nursing, Midwifery, Pharmacy and Biomedical Sciences higher education academics•Teaching squares provides an opportunity for self-directed reflection on episodes of teaching•Interdisciplinary reflection increases social capital from networking opportunities |
| ArticleNumber | 106353 |
| Author | Birbeck, David Nawas, Abu Brown, Angela Costabile, Maurizio Panadgoo, Shila Crockett, Josephine Harmon, Joanne Stringer, Andrea |
| Author_xml | – sequence: 1 givenname: Joanne orcidid: 0000-0002-7003-1334 surname: Harmon fullname: Harmon, Joanne email: Joanne.Harmon@unisa.edu.au organization: Rosemary Bryant AO Research Centre, Clinical and Health Sciences, University of South Australia, Adelaide, South Australia 5000, Australia – sequence: 2 givenname: Angela orcidid: 0000-0002-9170-8244 surname: Brown fullname: Brown, Angela organization: Rosemary Bryant AO Research Centre, Clinical and Health Sciences, University of South Australia, Adelaide, South Australia 5000, Australia – sequence: 3 givenname: David orcidid: 0000-0001-8805-2136 surname: Birbeck fullname: Birbeck, David organization: Teaching Innovation Unit, University of South Australia, Adelaide, South Australia 5000, Australia – sequence: 4 givenname: Josephine orcidid: 0000-0002-1034-9754 surname: Crockett fullname: Crockett, Josephine organization: Clinical and Health Sciences, University of South Australia, Adelaide, South Australia 5000, Australia – sequence: 5 givenname: Shila orcidid: 0000-0002-1178-5195 surname: Panadgoo fullname: Panadgoo, Shila organization: School of Education, Faculty of Arts, Business, Law and Economics, The University of Adelaide, South Australia 5005, Australia – sequence: 6 givenname: Abu orcidid: 0000-0003-0365-1020 surname: Nawas fullname: Nawas, Abu organization: School of Education, Faculty of Arts, Business, Law and Economics, The University of Adelaide, South Australia 5005, Australia – sequence: 7 givenname: Andrea orcidid: 0000-0003-3245-5360 surname: Stringer fullname: Stringer, Andrea organization: Clinical and Health Sciences, University of South Australia, Adelaide, South Australia 5000, Australia – sequence: 8 givenname: Maurizio orcidid: 0000-0002-2162-6497 surname: Costabile fullname: Costabile, Maurizio organization: Clinical and Health Sciences, University of South Australia, Adelaide, South Australia 5000, Australia |
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| Keywords | Biomedical science Nursing Teaching square Higher education Pharmacy Midwifery Reflection Academic COVID 19 |
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