Interdisciplinary reflection by higher education academics using teaching squares: A scoping review

Abstract

Objective

To explore the use of teaching squares by interdisciplinary Higher Education (HE) academics when engaging in a cycle of teaching reflection.

Design

A scoping review of published and unpublished research between 2012 and 2022.

Data sources

Systematic search of ten (10) electronic databases and hand searching of reference lists identified 13 studies for review.

Review methods

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.

Results

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.

Conclusion

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.