1.3 Tuning In Sessions

1.3.1 Learning from the Development and Evaluation of Better Together: A Longitudinal Hybrid Interprofessional Pressure Injury Prevention and Management Curriculum for Health and Social Care Students
Sharon Gabison, Assistant Professor, Teaching Stream, Physical Therapy, TFoM

Sustaining Resonance: Lessons, Insights, and Impact

This session will present the reflections related to the development and evaluation of a longitudinal hybrid interprofessional pressure injury curriculum for health and social care students at the University of Toronto. More specifically, the objectives of this session are:

·      To share reflections on the development of a longitudinal hybrid interprofessional pressure injury curriculum for health and social care students.

·      To share reflection on the evaluation of a longitudinal hybrid interprofessional pressure injury curriculum for health and social are students

·      To share opportunities for further development and evaluation of longitudinal interprofessional curricula

Attendees will learn about the motivation and educational theories underpinning the development and evaluation of the longitudinal hybrid curriculum.

Practice Track

1.3.2 Junior and Senior Faculty Reflections on Building Experiential Learning That Endures
Haley Zubyk, Assistant Professor, Teaching Stream, Human Biology Program/Department of Cell and Systems Biology, FAS
Franco Taverna, Professor, Teaching Stream, Human Biology Program, FAS

Sustaining Resonance: Lessons, Insights, and Impact

Experiential learning (EL) is widely recognized as high-impact pedagogy, yet less attention is given to what it takes to build and sustain EL over time in real courses, under real constraints, and within evolving community partnerships. Aligned with Sustaining Resonance: Lessons, Insights, and Impact, this session shares practical lessons from EL development through two complementary perspectives: a junior instructor launching new initiatives and a senior instructor with extensive EL experience.

We present concrete insights from implementation, redesign, and ongoing adaptation. Rather than highlighting only successes, we also examine where early approaches fell short, including mismatched expectations, partnership strain, uneven student readiness, and scope challenges amid competing demands. We then show how these challenges informed meaningful redesign: clearer student onboarding, stronger reciprocal partnership structures, closer alignment between student deliverables and partner priorities, and more realistic definitions of success.

Our reflective analysis draws on EL scholarship and lived instructional experience across multiple iterations. We argue that sustaining EL depends less on getting the first design “right” and more on responsive pedagogy: relationship-centred planning, transparent communication, iterative refinement, and values-informed decision-making.

Attendees will leave with transferable tools for sustaining EL in their own contexts, including practical redesign checkpoints, strategies for repairing and strengthening partnerships, approaches for evaluating lasting impact, and actionable guidance for moving from one-off EL activities to durable, program-level practice across disciplines.

Practice Track