Peer group reflection helps clinical teachers to critically reflect on their teaching

Abstract

Background: Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching. Aim: We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting. Method: In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire. Results: Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers. Conclusions: Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.

Work engagement in health professions education

“…While well-being has not been an outcome in feedback research within health professions education, research into its effect on learning and performance gives some indication on the conditions in which feedback is perceived as supportive and constructive. A focus on narrative feedback seems important in this context (Boerboom et al 2011;van der Leeuw et al 2013). In short, what is known as high quality feedback within health professions education may equally count as the right kind of feedback that may also improve well-being.…”

Part 13: Neonatal Resuscitation

“…[207][208][209][210][211][212][213][214] Until more research is available to clarify the optimal instructor training methodology, it is suggested that neonatal resuscitation instructors be trained using timely, objective, structured, and individually targeted verbal and/or written feedback (Class IIb, LOE C-EO).…”

Part 7: Neonatal Resuscitation

“…For the critical outcome of improvement in all levels of education or practice, we identified low-quality evidence (downgraded for indirectness and bias) from 5 randomized clinical trial [278][279][280][281][282] enrolling 271 participants (not estimable). Several studies did note at least temporary deterioration in instructor performance after commencement of new instructor training intervention.…”

“…For the important outcome of improvement in instructor performance, we identified very-low-quality evidence (downgraded for indirectness and bias) from 5 randomized clinical trials [278][279][280][281][282] and 2 nonrandomized trials. 283,284 No meaningful numerical summary of the results of these studies could be performed.…”