Table 4.

Summary of survey results showing the Next Gen PET FOLC outcomes are being met

Next Gen PET FOLC goals for participants	Survey items whose results indicate goal is being met	Main findings
Immediate-term goals
Increased confidence in using the curriculum	Preparedness to teach Next Gen PET (Figs. 3 and 4) Attitude toward Teaching Impacts (Fig. 6)	Faculty report being very well prepared to teach Next Gen PET and over two-thirds report moderately or greatly increased confidence in their teaching
Increased familiarity with Next Gen PET structure, content, and materials	Preparedness to teach Next Gen PET (Figs. 3 and 4)	Faculty report that, due to participation in the FOLC, they are prepared to structure, manage, and teach their Next Gen PET courses effectively.
Increased knowledge of pedagogical techniques	Teaching Practice & Pedagogy Impacts (Fig. 5)	Faculty report having learned pedagogical techniques and concepts
Increased reflection on teaching practices in the Next Gen PET course	Teaching Practice & Pedagogy Impacts (Fig. 5)	Faculty report becoming more reflective, and gaining a deeper appreciation of the complexity of diagnosing teaching challenges
Expanded use of pedagogical techniques aligned with the Next Gen PET core principles	Teaching Practice & Pedagogy Impacts (Fig. 5)	Faculty report having incorporated ideas from the FOLC into their teaching and having been introduced to new concepts.
Longer-term goals
Student learning gains in the Next Gen PET course	Student Impacts (Fig. 7)	Some emerging evidence for increased learning, based on faculty reports
Persistence in using the curriculuma	Student Impacts (Fig. 7)	Members of the FOLC have continued using the Next Gen PET curriculum
Reflection in teaching practice across courses taught	Teaching Practice & Pedagogy Impacts (Fig. 5) Impact on Other Courses (Fig. 9)	Faculty report becoming more reflective about their teaching; one-fifth of faculty report a roughly equal impact on their Next Gen PET and other courses.
Use of research-based pedagogy in other courses	Teaching Practice & Pedagogy Impacts (Fig. 5) Attitude toward Teaching Impacts (Fig. 6) Impact on Other Courses (Fig. 9)	Faculty report benefits that are not specific to Next Gen PET courses and being motivated to try new techniques in other classes. One-fifth of faculty report a roughly equal impact on their Next Gen PET and other courses.

^aNote, for the “Persistence in using the curriculum” outcome, continuing participation in the FOLC is additional evidence of members still teaching the curriculum, as use of the Next Gen PET curriculum is an expectation for FOLC membership