Interdisciplinary teaching squares enhance reflection and collegiality: a collaborative pedagogical approach.
Focus of the showcase presentation:
This presentation highlights research outcomes focusing on the use of teaching squares as a collaborative pedagogical tool to promote reflection among interdisciplinary Higher Educational Academics in Nursing, Midwifery, Pharmacy, and Biomedical Science.
Background/Context:
Enhancing academic teaching practice often involves providing feedback to individual academics, which can be challenging for reviewers (Harmon et al., 2022). To address this, less intimidating approaches such as teaching squares have gained popularity. Teaching squares involve peers observing each other's teaching methods and engaging in personal reflection to improve their own practices (Kirker et al., 2021). This study purposely connected academics from related yet different disciplines to assess the benefits of interdisciplinary collaboration within teaching squares.
Description:
The study explores the experiences of interdisciplinary academics through teaching squares as a means of fostering reflection. Conducted between August 2022 and June 2023 at an Australian university, involving 11 academic staff from various disciplines participating in teaching square experiences.
Method(s):
Our study design was grounded in a constructivist paradigm whereby Braun and Clarke (2006) thematic analysis was to explore the data collected in the focus group interviews (Gao & Chugh 2023). Data from surveys were analyzed using descriptive statistics.
Evidence:
The study aimed to assess the effectiveness of teaching squares in encouraging academic reflection and fostering a collaborative teaching culture among interdisciplinary academics. Four main themes emerged: Teaching squares for professional networks, Perceptions of Safety, Stepping in and out of a reflective cycle, and Time Constraints vs. Time Value.
Contribution:
The findings contribute valuable insights into the benefits of teaching squares in health education, informing evidence-based pedagogical practices.
Engagement:
The presentation will engage the audience through interactive questions and sharing of research knowledge, fostering discussion and exchange of ideas.

Digitalisation in healthcare is reshaping clinical practice and healthcare delivery, with nurses and midwives increasingly using technology in clinical settings to access data, manage records and provide high quality, safe and cost-effective care. It is imperative that nursing and midwifery graduates have the knowledge, skills, and resources to understand and utilise technology for successful transition into the clinical environment. In order to fully educate student nurses in this emerging space, an Academic Electronic Health Record (AEHR) tool is required.

The AEHR has been designed to integrate with the Learning Management System (LMS) to facilitate a transformative student experience in work-integrated learning (WIL). Designed to be used across all subjects as well as intra and inter-disciplinary, the AEHR fosters course progression and enhances employability particularly in regional and remote clinical settings. This type of technology innovation not only assists in the preparation of student nurses and midwives for WIL but prepares them for their transition from student to graduate nurse/midwife.

The presentation will share insights into the development process, functionality and outcomes of the AEHR platform and highlight the importance of leveraging technology to enhance the student experience.