How to become a better clinical teacher: A collaborative peer observation process

Finn, Kathleen; Chiappa, Victor; Puig, Alberto; Hunt, Daniel

doi:10.3109/0142159x.2010.541534

Cited by 55 publications

(66 citation statements)

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“…Despite a large literature on PoT, there are few accounts of its implementation in clinical teaching [7] and as far as we are aware no accounts of clinical teachers’ perceptions of PoT. The aims of this project were firstly to implement PoT methods as a constructive, developmental process for members of the Pediatric Teaching Faculty and secondly to assess teachers’ perceptions of the PoT process.…”

Section: Introductionmentioning

confidence: 99%

Peer observation of teaching as a faculty development tool

et al. 2012

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BackgroundPeer observation of Teaching involves observers providing descriptive feedback to their peers on learning and teaching practice as a means to improve quality of teaching. This study employed and assessed peer observation as a constructive, developmental process for members of a Pediatric Teaching Faculty.MethodsThis study describes how peer observation was implemented as part of a teaching faculty development program and how it was perceived by teachers. The PoT process was divided into 4 stages: pre-observation meeting, observation, post-observation feedback and reflection. Particular care was taken to ensure that teachers understood that the observation and feedback was a developmental and not an evaluative process. Twenty teachers had their teaching peer observed by trained Faculty members and gave an e-mail ‘sound-bite’ of their perceptions of the process. Teaching activities included lectures, problem-based learning, small group teaching, case-based teaching and ward-based teaching sessions.ResultsTeachers were given detailed verbal and written feedback based on the observer’s and students’ observations. Teachers’ perceptions were that PoT was useful and relevant to their teaching practice. Teachers valued receiving feedback and viewed PoT as an opportunity for insight and reflection. The process of PoT was viewed as non-threatening and teachers thought that PoT enhanced the quality of their teaching, promoted professional development and was critical for Faculty development.ConclusionsThis study demonstrated that PoT can be used in a constructive way to improve course content and delivery, to support and encourage medical teachers, and to reinforce good teaching.

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Section: Introductionmentioning

confidence: 99%

Peer observation of teaching as a faculty development tool

et al. 2012

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“…Peer review of faculty performance, so essential to the evaluation of academic research productivity, has played a progressively significant role in clinical teaching (Brown & Ward-Griffin 1994;Jefferson et al 2002;Ten Cate et al 2007;DaRosa et al 2011;Finn et al 2011). …”

Section: Introductionmentioning

confidence: 99%

Peer review: An effective approach to cultivating lecturing virtuosity

et al. 2012

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Background: Most university faculty members are expected to teach. Many would benefit from instruction designed to improve lecturing. Aims: To explore the impact of a program in which video-recorded lectures were critiqued by peers. Method: Sixteen lecturers participated in this qualitative study. Four agreed to have an undergraduate lecture video-recorded for peer review. Twelve participated in review sessions wherein the lecturer and three peers viewed and critiqued the recorded lecture. All discussions were recorded and transcribed for thematic analysis. Subsequently, semi-structured interviews were conducted with each lecturer and all 12 peer reviewers. Three pairs of research team members independently conducted thematic analyses of the discussion transcripts and the interviews; then all members met to develop consensus on major emergent themes. Results: Six themes were identified: (1) the benefits of peer review; (2) the components of successful peer review; (3) the value of reflection on teaching experiences; (4) the inherent stress in peer evaluations; (5) the elements of successful lecturing; (6) lecturing as performance. Conclusions: The benefits of peer assessment of lecturing (PAL) were enthusiastically endorsed by all 16 participants. The PAL program is now supported by the McGill Faculty Development Committee and plans to implement regular PAL sessions in place.

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“…26 Educators improve their teaching through reflection. 9 While most initiatives and studies indicate that reflection on teaching by both members of an observation pair is a benefit of the process, 9,19,20,22,27,28 there is little published in nursing regarding the possible benefits of self-reflection as actual steps in the process. Including self-reflection as part of the process for a profession, such as nursing that already uses reflection as an ingrained element of practice, would be key to meeting the needs of nursing faculty.…”

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confidence: 99%

“…34,38 One of the elements of the model of peer and self-assessment of teaching developed for the pilot project that was of significant interest to the research team was the experiences of incorporating self-reflection as steps of the process. While self-reflection is noted as an important element of professional teaching development in processes of peer observation or assessment, 9,19,20,22,27,28 the incorporation of actual steps of self-reflection and the emphasis on a final self-reflective summary by the partner at the receiving end of peer feedback provision for the sole purpose of development and not performance evaluation, is unique to this pilot project. A 2001 study by Bell 39 discussed the development and implementation of a process cycle similar to the one developed for the project reported in this article, in that there was a distinct emphasis on self-reflective steps.…”

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confidence: 99%

The courage to be vulnerable: exploring experiences of peer and self-assessment of teaching in nursing education

Tanner¹,

Rosenau²,

Clancy³

et al. 2017

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Background: Within academia, more than one measure of assessment is required to ensure teaching success and ongoing teaching development. Peer assessment of teaching is one of the methods that can benefit teaching development; however, there is currently a lack of nursing research literature regarding the processes, outcomes, and use of self-reflection in the peer assessment process. In the spring and summer of 2015, the development and implementation of a tailored pilot project of peer and self-assessment of teaching occurred within an undergraduate nursing program at a Western Canadian university. The overarching philosophy of the pilot project of peer and self assessment was one of using peer to peer developmental feedback as a means of creating a community of support for professional teaching development. The study reported on in this paper is an initial step in addressing a lack of research literature within the field of nursing to support the practice of peer assessment of teaching as a sustainable and effective means of offering teaching development support. Purpose: The aim of this study was to explore and describe the experiences of teaching faculty participants in the pilot project of peer and self-assessment of teaching. Methods: A qualitative descriptive design was employed to explore the experiences of pilot participants. Focus group discussions and individual interviews were used to gather data. Participants: A total of 12 nursing educators involved in the pilot project participated in the study. Findings: Conventional content analysis of the combined data rendered themes around vulnerability and the influence and importance of establishing trust in selecting a partner, making teaching public, improving teaching practice, and maintaining accountability and responsibility. Conclusion: Peer and self-assessment of teaching has the potential to benefit professional teaching development in nursing education. Both peers within a peer and self-assessment partnership can experience feelings of vulnerability. Having the courage to be vulnerable or identifying and overcoming vulnerabilities and establishing trust with a teaching colleague can result in mutual learning, can benefit individual and team growth, and can enhance accountability to the undergraduate nursing curriculum and student learning. Keywords: professional development, qualitative study, nursing faculty, self-reflection, peer assessment IntroductionSuccessful teaching is inarguably a common goal of educators, and it is one that is complex and challenging to measure. In nursing education, the current gold standard approach for measuring teaching success is through the use of student evaluations of teaching.1 While student evaluations of teaching are widely used and, for the most part, recognized as useful measures of teaching competence, solely relying on one form of 18Tanner et al feedback can have a negative impact on teaching development and the quality of education delivered to students.2 Nursing as a profession remains under pressure to ...

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How to become a better clinical teacher: A collaborative peer observation process

Abstract: This article provides detailed examples from written feedback obtained during collaborative peer observation to emphasize the richness of this combined experience.

Cited by 55 publications

References 23 publications

Peer observation of teaching as a faculty development tool

Peer observation of teaching as a faculty development tool

Peer review: An effective approach to cultivating lecturing virtuosity

The courage to be vulnerable: exploring experiences of peer and self-assessment of teaching in nursing education

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