Ninety-eight per cent of trainees completed the evaluation. Eighty-eight per cent were satisfied with the PAL scheme. Crucially, PAL was seen to address historic barriers to effective learning. Educational content seemed to be better matched to the learning needs and experience of learners, with particular value placed on case-based peer discussions. Furthermore, PAL seemed to promote a learning environment in which questions and conjectures could be safely shared. Although some peer tutors found presenting to peers anxiety-provoking, the majority agreed that PAL not only helped develop their teaching ability but also positively impacted on their everyday clinical work. Less is known about the benefits and challenges of using PAL for postgraduate clinical trainees DISCUSSION: The PAL scheme was well received by participants and supports its use outside of its traditional undergraduate focus. Trainees identified a number of pedagogical benefits through serving as both tutor and tutee. Delivering teaching skills and feedback skills training were identified as future developments to further maximise the educational benefits of PAL.

Peer observation of teaching (POT), also called peer review of teaching, has been well established in the general higher education literature and is now gaining increasing prominence in medical education. It aims to provide supplementary information on teaching quality that triangulates evaluation gained from student feedback which has historically been the sole method of informing teaching effectiveness. This review explores the literature to describe the variety of POT schemes that have been created and describes the differing purposes of formative developmental quality enhancement models and more summative quality assurance models. It focuses on one model, a formative collaborative model of peer observation, and discusses the key steps involved at each stage of this process. Furthermore, the benefits and challenges to POT implementation are considered in relation to the unique challenges inherent in clinical teaching. Key Points:  Peer observation of teaching schemes aim to enhance teaching quality through utilising peer observation and formative feedback to help drive development of teaching skills.  Most schemes follow a similar format of pre-observation meeting, observation and subsequent reflective debrief.  The observer is not seen as having 'answers' but instead acts as a 'critical friend' and helps facilitates a process of reflective dialogue.  Careful consideration must be given to the type and role of any documentation or record guides used.

No abstract

Choosing the right method of contraception can be confusing: you need to consider your lifestyle, personal preference, any health conditions you might have, and how effective each method is at preventing pregnancy. Discussing options with your doctor may seem daunting, and information on social media can be misinformed and overwhelming. This handy guide, written by two experts in Sexual and Reproductive Health, will answer all your questions about contraception, helping you decide what works best for you. The authors walk you through every method of contraception, with information on how it works, how to use it correctly and how effective it is. The authors also explain how and when conception can occur during the menstrual cycle, how life stage can affect your choice, and how hormonal contraception can be used to help other health conditions. From the pill to the condom and everything in between, pick what's right for you.