Co-Designing Curricular Innovations: Evaluating the Impact  of  a  Student  and Faculty Scholarship in Teaching and Learning Program

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Published: Apr 1, 2026
DOI: https://doi.org/10.5750/jmer.v5i1.2421
Keywords:
faculty development health professions education program evaluation interprofessional education collaboration

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Ever Mkonyi
Medical Education Research and Evaluation Office, School of Medicine, Case Western Reserve University, Cleveland, OH, USA
Kelli Qua
Medical Education Research and Evaluation Office, School of Medicine, Case Western Reserve University, Cleveland, OH, USA Center for Medical Education, School of Medicine, Case Western Reserve University, Cleveland, OH, USA
Colleen Croniger
Center for Medical Education, School of Medicine, Case Western Reserve University, Cleveland, OH, USA
Matthew L. Moorman
Center for Medical Education, School of Medicine, Case Western Reserve University, Cleveland, OH, USA; Trauma, Critical Care, and Acute Care Surgery, University Hospital, Cleveland Medical Center, Cleveland, OH, USA
Amy Wilson Delfosse
Center for Medical Education, School of Medicine, Case Western Reserve University, Cleveland, OH, USA

Abstract

Introduction: Faculty development enhances teaching, professional growth, and educational scholarship, yet opportunities for collaborative educational scholarship with students remain limited. The Interprofessional Scholars’ Collaboration in Teaching and Learning (iSCTL) addresses this gap by fostering collaboration among health professions educators and learners to tackle complex challenges and develop interdisciplinary skills. Despite its promise, such programs are underutilized and rarely evaluated. This study assessed iSCTL’s outcomes to demonstrate its impact on health professions education.
Methods: A mixed-methods approach was used to evaluate three years of iSCTL participants. Pre- and post-program surveys measured mastery of program objectives, while follow-up surveys and interviews conducted one-year post-participation explored sustained impact. Quantitative analysis included descriptive statistics, Cronbach’s Alpha for reliability, and Wilcoxon signed-rank tests. Qualitative data underwent thematic analysis.
Results: Participants demonstrated significant improvements in mastery of iSCTL objectives (P < 0.001), supported by strong internal consistency (Cronbach’s Alpha > 0.7). Three themes emerged: program impact, barriers and facilitators to learning, and recommendations for improvement. Follow-up findings revealed that 62% implemented their projects, and 90% reported enhanced research, teaching, and career growth. Participants credited mentorship, hands-on learning, and networking as key to their success.
Conclusion: iSCTL enhanced interdisciplinary collaboration, career development, and scholarly teaching. Findings emphasize integrating the scholarship of teaching and learning into training and offer guidance for optimizing program design to maximize impact.

Article Details

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Vol. 5 No. 1 (2025)
Section
Articles
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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