title: A reflective teaching challenge to motivate educational innovation.
abstract: OBJECTIVE
  To describe a teaching challenge intended to increase faculty use of evidence-based and student-centered instructional strategies in the demanding school of pharmacy context with technology-savvy students.
  
  
  METHODS
  A teaching challenge was created that required faculty members to incorporate a "new-to-you" innovative teaching method in a class, course, or experiential activity. The method was linked to at least 1 of 7 evidence-based principles for effective teaching. Faculty members were exposed to colleagues' teaching strategies via brief voluntary presentations at department meetings.
  
  
  RESULTS
  A post-challenge survey provided assessment data about the challenge. Responses to a baseline survey provided additional information about what faculty members were already doing (52% response rate). Eighty-one percent of faculty respondents completed the challenge. A wide array of new strategies (13 categories such as flipped classrooms and social media) was implemented and 75% included the use of technology. Nearly all respondents (96%) thought that participation in the challenge was worth the effort and planned to participate again the following year. All faculty members intended to continue using their new strategy and 56% planned additional modifications with future implementations. The challenge demonstrated how multiple goals of curricular improvement, faculty development, and student-centered instruction could be achieved together.
  
  
  CONCLUSIONS
  The teaching challenge motivated most of the faculty members to try something new to them. Links between evidence-based principles and day-to-day activities were strengthened. The new-to-you design placed the challenge within reach of faculty members regardless of their background, subject, or experience.
authors: Department of Pharmacy Practice, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts ; Department of Health Sciences, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts.
authors: Roger A
authors: RA
authors: Edwards
authors: Department of Pharmacy Practice, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts.
authors: Jennifer
authors: J
authors: Kirwin
authors: Department of Pharmacy Practice, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts.
authors: Michael
authors: M
authors: Gonyeau
authors: Department of Pharmacy Practice, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts.
authors: S James
authors: SJ
authors: Matthews
authors: Department of Pharmacy Practice, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts.
authors: Jason
authors: J
authors: Lancaster
authors: Department of Pharmacy Practice, Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts.
authors: Margarita
authors: M
authors: DiVall
mesh_terms: D003479:Curriculum / Q000592:standards; D003625:Data Collection; D004512:Education, Pharmacy / Q000379:methods* / Q000592:standards; D055317:Evidence-Based Practice; D005178:Faculty; D006801:Humans; D009042:Motivation; D013192:Staff Development / Q000379:methods; D013339:Students, Pharmacy; D013663:Teaching / Q000379:methods*
keywords: faculty development; faculty survey; reflective teaching challenge; teaching innovation