‘It has a lot more to contribute than just the teaching’: Perceptions of participants in a peer-observation programme to develop clinical teaching

Schofield, Louise; Page, Michael

doi:10.7861/futurehosp.6-1-s170

Cited by 3 publications

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“…In addition, we chose not to focus on providing feedback on teaching given concerns of increasing the time commitment for already busy clinicians. While lack of a feedback process may seem to be a flaw in a faculty development initiative, previously published work has identified the act of observing and reflecting as possibly being one of the most, if not, the most valuable experience in the POT process [ 1 , 3 , 9 , 10 ].…”

Section: Discussionmentioning

confidence: 99%

Peer Observation of Teaching Program for the Busy Hospitalist

Shaines¹,

Cassese²

2022

Cureus

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Background: Peer observation of teaching (POT) is a well-documented faculty development tool, but published research focuses mostly on programs in which participating physicians had protected time in their schedule in which to complete observations. Most programs nationally depend on hospitalists who have minimal, if any, protected time in their schedule and thus in order to complete these observations, will need to figure out a way to schedule these into their regular working day.Objective: We determined whether a POT program, focused on hospitalists with minimal non-clinical time, scheduled around clinical responsibilities, could be feasible and acceptable.Methods: Seven hospitalists participated in a POT pilot program from January 2019 to June 2019. Each hospitalist completed three 30-minute observations during this interval. At the completion of the pilot, the hospitalists were surveyed on their experience and results were assessed via open-ended narrative questions, which underwent thematic analysis.Results: Twenty of the 21 scheduled observations (95%) were completed. Of the completed observations, 100% were completed while the observer was assigned to concomitant clinical duties. The survey response rate was 100%. From free-text responses, the following themes emerged: (1) Acceptable time commitment with minor inconvenience, (2) learning through observing and reflecting for personal growth, and (3) stressfree peer observations. Conclusions: This study demonstrates the successful development and implementation of a POT program that served as a faculty development initiative focused primarily on hospitalists with minimal protected time.

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Section: Discussionmentioning

confidence: 99%

Peer Observation of Teaching Program for the Busy Hospitalist

Shaines¹,

Cassese²

2022

Cureus

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Peer observation of teaching: A feasible and effective method of physician faculty development

Stockdill

Hendricks

Barnett

et al. 2022

Gerontology & Geriatrics Education

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Exploring the scope and utility of peer observation by medical students: A narrative review

Shrivastava,

Bobhate,

Petkar

et al. 2024

Journal of Education and Health Promotion

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As medical knowledge continues to advance each day and there are multiple competencies that need to be acquired by undergraduate students, it becomes quite challenging for them to become competent within the period of training. The purpose of the current review is to explore the process of peer observation, identify the benefits attributed to peer observation, and explore various strategies to measure the impact of peer observation in medical education. An extensive search of all materials related to the topic was carried out on the PubMed and Google Scholar search engines and a total of 25 articles were selected based on their suitability with the current review objectives. Keywords used in the search include peer observation in the title alone only (viz. peer observation [ti] AND teaching [ti]; peer observation [ti] AND feedback [ti]; peer observation [ti] AND faculty [ti]; peer observation [ti] AND evaluation [ti]; peer observation [ti]). The approach of peer observation by medical students has been acknowledged as one of the important tools to improve the teaching and learning experiences by making everyone accountable. The success of peer observation in any medical college depends on the groundwork that has been carried out prior to its introduction. To maximize the benefit of peer observation in medical education for both stakeholders, we must take specific measures to conduct effective observations. In conclusion, peer observation by medical students is an effective approach to empower students as educators and develop a culture of continuous improvement in the institution. Acknowledging the merits of peer observation, the need of the hour is to adopt a systematic approach to ensure its successful planning and implementation in medical colleges.

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‘It has a lot more to contribute than just the teaching’: Perceptions of participants in a peer-observation programme to develop clinical teaching

Cited by 3 publications

References 0 publications

Peer Observation of Teaching Program for the Busy Hospitalist

Peer Observation of Teaching Program for the Busy Hospitalist

Peer observation of teaching: A feasible and effective method of physician faculty development

Exploring the scope and utility of peer observation by medical students: A narrative review

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