Bridging technology and pedagogy: evaluation of an interprofessional course on technology-enhanced learning for health professions educators

Background The proliferation of educational technologies presents both opportunities and challenges for health professions educators. A prior institutional needs assessment found that educators across all professions struggle to adopt these technologies, as they must navigate not only technical requirements but also the pedagogical principles that govern their effective use. This descriptive study evaluated a 4-credit interprofessional Executive Certificate (EC) designed to equip educators with the technological tools and the underpinning pedagogical principles to support their use. The course participants include doctors, nurses, allied health professionals, and education support administrative staff actively involved in teaching and learning within the institution. Methods Graduates across 5 years (2021–2025) of the Technology Enhanced Learning for Health Professions Education (TEL4HPE) were invited to complete an online survey that assesses the outcomes at Kirkpatrick Level 2 (self-efficacy), Level 3 (behavior), and Level 4 (results). The survey was designed to measure self-efficacy in TEL competencies, behavioral changes in teaching practice and organizational impact using Likert-scale and slider-scale items analyzed with descriptive statistics, Kruskal-Wallis test and one-way ANOVA. Results Seventy-one participants completed the survey (44.1% response rate) from across six professional groups. They reported high confidence in applying educational principles ( M = 4.13) and using technology for teaching ( M = 4.07). After completing the program, most respondents reported redesigning their courses (60.6%) or integrating new technology into their teaching practice (57.7%). About 60% of the respondents shared that their institution had adopted the TEL initiatives they introduced. No significant differences were found across cohorts or professional groups, suggesting an equitable impact. Conclusion The TEL4HPE program was associated with high self-reported confidence, reported changes in teaching practice, and perceived organizational influence. The interprofessional cohort model provides a promising approach to faculty development for health professions educators, with implications for institutional design and support of TEL initiatives.