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Background After the Corona pandemic, medical education has shifted to virtual education, but there has been limited time and possibilities for empowering faculty for this purpose. Therefore, it seems necessary to evaluate the quality of the provided training and provide feedback to the faculty in order to improve the quality of training. The purpose of this study was to investigate the effect of teacher formative evaluation by peer observation method on the quality of virtual teaching of basic medical sciences faculty. Methods In this study, seven trained faculty members observed and based on a checklist evaluated the quality of 2 virtual sessions taught by each faculty of basic medical sciences, and provided them feedback; after at least 2 weeks, their Virtual teachings were again observed and evaluated. The results before and after providing feedback were compared through SPSS software. Results After intervention, significant improvements were observed in the average scores of “overall virtual performance”, “virtual classroom management” and “content quality”. Specifically, there was a significant increase in the average score of “overall virtual performance” and “virtual class management” among female faculty, and the average score of “overall virtual performance” among permanently employed faculty members with more than 5 years of teaching experience, before and after intervention (p < 0.05). Conclusion Virtual and online education can be a suitable platform for the implementation of formative and developmental model of peer observation of faculty; and should be considered as an opportunity to empower and improve the quality of the faculty’ performance in virtual education.
Background After the Corona pandemic, medical education has shifted to virtual education, but there has been limited time and possibilities for empowering faculty for this purpose. Therefore, it seems necessary to evaluate the quality of the provided training and provide feedback to the faculty in order to improve the quality of training. The purpose of this study was to investigate the effect of teacher formative evaluation by peer observation method on the quality of virtual teaching of basic medical sciences faculty. Methods In this study, seven trained faculty members observed and based on a checklist evaluated the quality of 2 virtual sessions taught by each faculty of basic medical sciences, and provided them feedback; after at least 2 weeks, their Virtual teachings were again observed and evaluated. The results before and after providing feedback were compared through SPSS software. Results After intervention, significant improvements were observed in the average scores of “overall virtual performance”, “virtual classroom management” and “content quality”. Specifically, there was a significant increase in the average score of “overall virtual performance” and “virtual class management” among female faculty, and the average score of “overall virtual performance” among permanently employed faculty members with more than 5 years of teaching experience, before and after intervention (p < 0.05). Conclusion Virtual and online education can be a suitable platform for the implementation of formative and developmental model of peer observation of faculty; and should be considered as an opportunity to empower and improve the quality of the faculty’ performance in virtual education.
Peer review processes in teaching requires a reviewer to observe a teacher’s practice in a planned manner. Conversation between the two enables the teacher to reflect on their own teaching, promoting self-improvement. Although a central part of the teaching process, and despite its crucial role in continuing professional development, peer review is not widely practiced in hospital settings. This article explains the process and its benefits. Practical implementations of the process in busy clinical settings are suggested. Its evaluation and incorporation into undergraduate learning and postgraduate clinical practice are described. With enthusiastic support for colleagues and allowances for its implementation, it should become part of the regular teaching practice, improving the quality of teaching delivered.
<p>This study explored how teacher-tailored student evaluation of teaching (TT-SET) augmented with peer observation of teaching (POT) impacted on academics’ pedagogical reasoning in a Vietnamese university. The qualitative case study within the constructivist paradigm used multiple data collection methods. Detailed analysis developed findings through descriptions of individual academics’ experience of the intervention and analysis across participants (using thematic analysis). The intervention encouraged academics to reflect on their practice. This reflection promoted changes in their understandings of practice, actions to refine practice, future plans, and other outcomes (e.g., enhanced confidence, self-efficacy, sense of autonomy, and collegiality). However, there were several challenges which varied among the participants, including perceiving TT-SET as lacking reliability and validity, limited learning from junior peers, disagreement with feedback and lack of sensitivity, and limited time for POT and changes. The findings also suggested that among other factors, the nature of the peer relationship, which is under the impact of the Vietnamese Confucian collectivist culture, was important to successful implementation of the intervention. The theoretical framework developed for this study helps explain the changes in academics’ pedagogical reasoning, particularly reflection. The study contributes to the area of tertiary teacher development, both theoretically and practically. It offers insights into how such an approach may be effective, particularly in the context of Vietnamese higher education, and provides guidance for both practice and policies. It identifies what needs to be done to improve the implementation of the intervention. It also offers ideas for leaders to make institutional policies to support academics’ professional learning and development. Its findings contribute to understanding how the intervention works, and why it works in the Vietnamese context and also of academics’ reflection and reflective practice. The study includes recommendations for the use of TT-SET augmented with POT for promoting teacher reflection that may lead to changes in practice by addressing necessary conditions for the intervention to be effective. Further research is recommended into the nature of the peer relationship and the characteristics of the peer for POT (e.g., in terms of age, experience, gender, and discipline), the impact of contextual factors, the role of leaders in creating the culture of the learning community, the timing of the intervention, and the use of students’ learning outcomes to evaluate the effectiveness of changes.</p>
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