Abstract
Quality enhancement processes nurture academic programmes including medicine; however, educator engagement with these processes can be variable. Educators may view these processes as a ‘tick-box’ activity that competes with teaching and research time. When educators engage more deeply with quality enhancement, and structural elements support collaboration, a quality culture is fostered.
Our institution requires educators submit a course report every 3 years. Educators synthesise information that evaluates the quality of their learning environment, identify areas for improvement and outlined strategies for enhancing learning. Information sources can include students, teachers, course documents and assessment results. Historically, up to 10 educators submitted their respective reports to one end of year curriculum committee meeting dedicated to quality enhancement. The committee chair would attempt to facilitate the discussion about all submitted reports by inviting committee members, including student representatives and other educators, to ask questions and provide comments. However, this large volume of content in one single meeting often resulted in superficial discussion with little input from students or other educators.
Here, we report on redesigning an established course review process to encourage dialogue and the exchange of ideas among educators, students, and programme leaders.