How to initiate, develop and maintain a culture of innovation in a teaching team

![CDATA[Introduction/Background Increased attention to inclusive practices and recent challenges to health professional education, from COVID restrictions to generative AI, have highlighted the importance of innovative teaching and learning approaches. Creativity to innovate teaching and learning can be learned and needs to be cultivated as a team culture. Yet, some academics may feel ill-prepared to innovate their teaching approach, and others may feel less supported in developing novel ideas. This workshop will offer a guided process for teaching teams to become more innovative in their delivery of good quality teaching. Methods A 5-year evaluation of a highly structured community-engaged teaching program to teach Social Determinants of Health at Western Sydney University School of Medicine in 2014 found challenges in addressing ongoing students’ concerns. Program revision necessitated breaking parts of the mould to enable innovations. The process was compounded by two curriculum revisions, COVID restrictions, changes in casual academics, the need to adapt to several external requirements and accommodate ongoing inputs from students and community partners. Results/Evaluation We have evolved from conventional teaching approaches to a strong, generative teamwork for teaching innovations. We have gained a University Teaching Excellence Award in the gruelling first COVID year 2020; become a highly decorated team with Advance Higher Education Fellowships; published our works regularly; and best of all, obtained an ever increasingly positive student and peer feedback on our teaching effectiveness. Discussion Reflection of the 15-year journey of our teaching program revealed six keys to success in initiating, developing and maintaining a culture of innovation in a teaching team: identifying the impetus for change, breaking the ‘psychic prison’ for change, building a network of ‘partners in crime’, creating and nurturing creativity in a supportive environment, and building strength from evaluation and scholarship. We believe these keys are transferable to other health professional education teams.]]