Peer review is a long-standing practice in academia that can supply valuable information for summative or formative evaluation. The purpose of this article is to present an evidence-based peer review instrument developed by faculty to assess faculty teaching and practice in the online environment. The peer review instrument was designed using the community of inquiry framework and best practices for online teaching. The elements of teaching presence, social presence, and cognitive presence serve as the basis for expected faculty behaviors.

Osteoarthritis (OA) is the most common form of arthritis affecting 26.9 million Americans. OA is a degenerative disorder of the synovial joint that leads to pain, stiffness, and decreased function of the affected joint. An understanding of both the nonpharmacologic and pharmacologic management of OA is essential for nurse practitioners.

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To cultivate faculty facilitators in interprofessional education, a college of health sciences at a Christian university established a fellowship for interprofessional development that incorporated faith-based activities. Twenty-eight faculty formed nine interprofessional project groups that participated in the 12-month fellowship across two academic years. The objective was to gain competence in interprofessional education. Analysis of pre- and postassessment findings revealed a statistically significant difference between the two assessments in seeking information related to faith-based aspects of care. This educational intervention suggests that the inclusion of a faith component may help to shift faculty perceptions of faith-based care during development of interprofessional education opportunities.