Mixed-Methods Process Evaluation of the Pilot Implementation of an Inclusive Teaching Reflection Tool for Public Health Education

Abstract

Initiatives by schools and programs of public health are crucial to support instructors in further integrating inclusive pedagogies into their teaching. We conducted a process evaluation of the pilot implementation of an Inclusive Teaching Reflection Tool at Emory University’s Rollins School of Public Health. The aims of the evaluation were to assess the uptake and use of the Tool by departments and instructors, types of changes instructors planned to make in their courses, and recommendations for future implementation. We employed a convergent mixed-methods design in which data from qualitative interviews, completed Tools, and quantitative surveys were separately collected and analyzed before findings were merged for interpretation. We conducted eight interviews with 12 key informants, collected 155 completed Tools (46% of courses) from the initial implementation semesters (Fall 2022, Spring 2023, Fall 2023), and collected responses from 39 instructors teaching in Fall 2022 on a brief online survey (57% response rate). We analyzed qualitative data using thematic analysis and conducted descriptive statistics of quantitative data. Common facilitators and barriers to using the Tools were support for implementation, alignment with school and department goals regarding inclusive excellence, alignment with instructors’ teaching processes and priorities, usability, and time. Instructors used the Tool to identify changes in course content, materials, implementation, and professional development. Our evaluation findings suggest that the Inclusive Teaching Reflection Tool may be a feasible strategy for helping programs and instructors integrate inclusive pedagogies into their teaching. Multilevel efforts are needed to sustain future use of the Tool.