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Educational development philosophy statements provide a framework to communicate the values and beliefs that guide the practices and approaches of individual educational developers across various career stages. This paper presents narratives to illustrate how seven educational developers conceptualize the one thing that guides our work through the process of reflecting on the beliefs that we articulate through our educational development philosophy statements. Although each narrative illustrates our diverse backgrounds and philosophies, common themes are revealed relating to reflective practice, scholarly approaches, and facilitating change, which lead to improvements in student learning. This exploration suggests further opportunity to conduct research on how educational development philosophy statements illuminate implicit definitions and beliefs about this diverse and evolving field.

Knowledge of positional and force properties of surgical dissection in neurosurgery is essential in developing simulation platforms for neurosurgical training such that realistic motion and perception can be conveyed to the trainee during practice. Most proposed models in literature utilize computational techniques to formulate required parameters. However, these models are not realistic enough compared to data obtained from experiments on real brain. Therefore, developing a setup to measure the position, orientation, and interaction forces will help researchers formulate realistic parameters. This paper presents the development of such a setup for quantification of displacements and tool-tissue interaction forces during performance of microsurgical tasks. A bipolar forceps is equipped with a set of force sensing elements to measure the tool-tissue interaction force components. The position and orientation of the forceps tips are measured by attaching a tracker to the bipolar forceps. To show proof-of-concept, an experienced surgeon and one assistant surgeon performed 35 neurosurgical tasks (320 trials) on a cadaver brain (previously-frozen) using the instrumented setup. Positional and force data of the bipolar forceps were recorded during surgical dissection of different brain structures. This paper reports results collected from two microsurgical tasks over 40 trials: dissection of sylvian cistern arachnoid (SCA) and dissection of middle cerebral artery (MCA). Results showed that the mean values of interaction forces during dissection of MCA were smaller than dissecting SCA. The maximum forces observed were 1.94 N and 1.75 N for SCA and MCA, respectively. The application of quantifying such parameters using the developed setup will be in training neurosurgery residents using surgical simulators in which the knowledge of brain tissue parameters is required to formulate the tissue model.

Feedback is an expected and essential part of academic work; however, giving and receiving feedback often causes angst and distress, an aspect not often addressed. To foster conversations about feedback for teaching development, we developed an interactive event designed to explore and practice giving and receiving feedback. A mixed-methods pre-post-test design was implemented to examine and measure levels of distress when thinking about receiving feedback on teaching using (1) a distress thermometer, and(2) open-ended questions. Data were analysed using descriptive statistics, means analysis, and thematic analysis of open text responses. Findings include an overall decrease in mean distress scores following the event and a shift in mindset between pre-and post-tests from fearing feedback to seeing feedback as an opportunity for growth and development. Higher education institutions are encouraged to provide opportunities to foster conversations about feedback and how it can be embraced to inform future teaching growth and development.

In this paper, we describe how academic colleagues from different fields used a theoretical framework for authentic assessment as the starting point for meaningful conversations about our teaching practices. We re-envision Hutchings’ (2000) taxonomy of SoTL questions as a fluid conversational cycle rather than a system of classification. Using the eight elements of authentic assessment as outlined by Ashford-Rowe et al. (2014) as a theoretical framework, we engage with the research literature, reflect on what is and what works from our previous teaching and learning experiences, and propose ideas and questions for what is possible moving forward.