Evaluation of a pilot peer observation of teaching scheme for chair-side tutors at Glasgow University Dental School

Abstract

Aim To introduce and examine a pilot peer observation of teaching (POT) scheme within the Department of Paediatric Dentistry at Glasgow Dental School and its associated outreach centres. Methods All tutors teaching paediatric dentistry were invited to be involved in evaluation of the POT scheme. Participants were randomly paired with a peer, who then observed their teaching and provided constructive feedback. For those consenting to be involved in the evaluation of the scheme, semi-structured, one-to-one interviews were carried out by the principal investigator.Results POT was found by all participants to be a beneficial process, reassuring those of their teaching styles and giving them ideas to adapt their teaching. Conclusion POT is an effective method for engaging chairside tutors in the reflection and development of their teaching practice via observations and scholarly discussion.

Engagement with peer observation of teaching by a dental school faculty in the United Kingdom

“…The observer's formative (as opposed to evaluative) role contributes directly to a non-threatening and supportive culture conducive to POT. 7,[10][11][12] In contrast to Cairns, Bissel and Bovill's findings, 17 an appreciation of the value of POT to observers' own teaching development did not emerge from the responses, but this may reflect an apparent tendency towards a lack of reciprocity in the POT programme under discussion.…”

“…Additionally, trained educationalists may not be able to comment on some elements of clinical dental teaching. 17 Educational input is essential when designing an effective POT programme 7 and would be important to train observers. 11 The importance of training and calibration of observers also emerged from the analysis of the survey's responses.…”

“…16,17 During a clinical teaching episode, this may relate to the observer being able to concentrate fully on the teaching taking place without being distracted by clinical issues or teaching. 17…”

Peer review of teaching in UK dental schools. Is it happening? How successful is it?

“…Although this may initially appear sensible, it should be remembered that those part-time staff who are less established teachers have been shown to gain much from undertaking regular PRT, 15 and are often keen to engage with it. 16 Two schools in our survey appear to make provision for new teachers by 'We currrently use a buddy system, but may move to more formal/independent pairings of staff'…”

“…19 Sharing and experiencing others' good teaching practices is greatly appreciated by teachers undertaking PRT and explains why the reviewer role is considered valuable in its own right. 13,16,20 …”