Acceptability of peer clinical observation by faculty members

Abstract

Most respondents found both observing and being observed useful, comfortable experiences, which were better than most other continuing professional development (CPD) initiatives. Both observing and being observed seemed to lead to reflection on practice and a change in practice by most participants. Most respondents would like to participate again. Both observing and being observed seemed to lead to reflection on practice DISCUSSION: Next steps include expanding the programme within our group and to other departments within our institution. There is potential to use this programme as a model for CPD credit. An intradepartmental programme in which participants receive CPD credit for the observation of their practice of medicine could meet the primary goal of CPD, ensuring doctors are competent and continue to develop in an efficient, meaningful and cost-effective way.

Impact and feasibility of a tailor-made patient communication quality improvement programme for hospital-based physiotherapists: a mixed-methods study

“…34 35 In general, peer observation and feedback are seen as an innovative concept with the potential to use as a strategy for continuing professional development, where creating a feasible programme and a supportive environment to be able to do this properly is challenging. [36][37][38][39][40] Especially these two findings are emphasised by our study.…”

The application of the tracer method with peer observation and formative feedback for professional development in clinical practice: a scoping review

“…Three studies used a standardized feedback instrument [ 20 , 21 , 24 ]. Seven of the eight included studies took place in a hospital [ 20 , 22 – 27 ], and one in general practice [ 21 ]. Overall, the study population of included studies comprised 228 pediatricians (mainly from one study in which 198 pediatricians participated), five other medical specialists, 16 nursing managers, three specialist nurses and two general practitioners.…”

“…In these studies, the tracer method was used to assess its use in clinical practice (feasibility) and to assess its impact on professional development (effectiveness). The four feasibility studies described healthcare professionals’ experiences with the tracer method as a form of peer observation and feedback [ 22 , 23 , 26 , 27 ].…”

“…Five studies applied qualitative research methods (interviews or surveys with open-ended questions) [ 20 , 21 , 23 , 25 , 26 ], two used mixed methods (questionnaires with open and closed questions and the use of the I‑PASS (Illness—Patient—Action—Situation—Synthesis) mnemonic) [ 22 , 24 ], and one study used quantitative data (survey with questions scored on a Likert scale) [ 27 ].…”

“…All the studies but one reported positive perceived effects: participants described the tracer method as being valuable ( n = 6) [ 20 , 22 – 24 , 26 , 27 ] and worthy of being repeated ( n = 2) [ 22 , 24 ], as an innovative, interesting and effective training supporting professionals’ ongoing learning ( n = 2) [ 21 , 22 ], as a tool to strengthen the work culture/collectivity ( n = 2) [ 22 , 26 ], as a promoter of growth through collaboration ( n = 2) [ 23 , 24 ] and as an instrument to stimulate an investigative attitude among professionals ( n = 2) [ 23 , 26 ]. One study concluded that the application of the tracer method did not lead to strong learning effects [ 25 ].…”