Peer to Peer observation: real‐world faculty development

Shapiro, Neil; Janjigian, Michael; Schaye, Verity; Hauck, Kevin; Becker, Daniel; Lusk, Penelope; Dembitzer, Anne

doi:10.1111/medu.13865

Cited by 7 publications

(19 citation statements)

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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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“…P2P observation was introduced as a method of participants' development. 21 We have used P2P assessment to reach an analyses of professionalism perception by medical residents in their working/education environment. P2P brings the participants' opinion about professionalism adherence related to their peers.…”

Section: Discussionmentioning

confidence: 99%

Iranian medical residents’ professionalism: A peer assessment study

et al. 2019

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As one of the main competencies, professionalism is to be taught and evaluated during the residency period. The aim of this research is to investigate the professionalism perception among medical residents of Tabriz University of Medical Sciences. This cross-sectional study was conducted in 2017 using Persian Professionalism Questionnaire American Board of Internal Medicine (American Board of Internal Medicine). Probability proportional to size sampling was used to recruit the participants (n = 250). Data analysis was done using SPSS24 through descriptive and analytical statistics. The mean age of residents was 33.28 (SD = 5.56). About 46% of residents were not familiar with professionalism. Mean of perceived professionalism score by the residents was to be 6.85 (of 10) ± 1.52. Honor/Integrity dimension with a score of 7.53 ± 2.1 had the highest mean, while professional excellence with a score of 6.2 ± 1.43 had the lowest mean. No statistically significant relationship was observed between residents’ demographic characteristics and perceived professionalism. Medical residents’ professionalism perception was not at an acceptable level. It is necessary to spread the concept of professionalism in the form of formal and informal training programs to promote residents’ professional behaviors. Moreover, it was experienced that peer to peer observation could be used to assess professionalism in the working environment.

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“…48,61 Some programs have tried to optimize the benefits of all pairing arrangements by having multiple peer types involved in the process. 37,42,43,47,51 Cunningham et al 52 provided an extensive list of faculty pairing types along with the pros and cons of each type, which could be helpful in designing and implementing a new PRT program. Ultimately, pairings should be based on the goal of the program.…”

Section: Maintain Faculty Trust and Assure Impact Through Considering...mentioning

confidence: 99%

“…To provide a more holistic picture, programs have adopted systems where multiple peers review faculty at different time points. 42,43,47,51 Another approach was to include more artifacts of teaching beyond a snapshot of observing a lecture. For example, Trujillo et al 48 used student learning assessments and Pattison et al 57 used student perception and satisfaction of their learning experience when formulating their feedback.…”

Section: Mitigating Concernsmentioning

confidence: 99%

“…e review sample was variable (Table 2) and included reviews and commentaries (3), [29][30][31] evaluations of multiple, interinstitutional PRT programs (3), [32][33][34] instrument development and evaluation (8), [35][36][37][38][39][40][41][42] descriptive case studies (7), [42][43][44][45][46][47][48] and case studies with program evaluation (14). 17,[49][50][51][52][53][54][55][56][57][58][59][60][61] Health care educational programs represented included dentistry (2), 34,52 medicine ( 14) 31,33,[39][40][41]44,47,54,[56]…”

Section: Characteristics Of Included Articlesmentioning

confidence: 99%

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Peer Review of Teaching to Promote a Culture of Excellence: A Scoping Review

Hinrichs¹,

Judd²,

Hernandez³

et al. 2022

JOPTE

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Background and Purpose. A main component of the conceptual model of excellence in physical therapist education, introduced by Jensen et al, is a culture of excellence. A culture of excellence relies on identifying accountable faculty who set high expectations and execute systems toward ongoing improvement. Peer review of teaching (PRT) is an established system that cultivates a culture of collaboration, reflection, and excellence through feedback and collegial discourse. The purpose of this scoping review was to understand PRT implementation by 1) summarizing the program development process, 2) identifying program characteristics, 3) identifying review instruments, and 4) determining program evaluation strategies. Methods. A scoping review was conducted using a methodological framework. With library scientist counsel, search terms were established, and 3 databases were queried for articles describing PRT programs in health care education. Articles were managed in the Covidence Systematic Review Management Software. Researchers independently screened search results for article inclusion and extracted data from included studies. Descriptive data analysis was conducted. Results. Thirty-five articles met inclusion criteria. Seven different health care professions have published PRT articles; however, none in Doctor of Physical Therapy (DPT) education. Results indicated that most programs underwent a systematic development process, included faculty input, and sought to ensure consistency between the program purpose and characteristics. A 3-step formative process was most common. Faculty were paired systematically or used self-selection. Evaluative instruments were often program specific, guided by core competencies of teaching excellence or previously published tools. Program outcomes commonly reported positive faculty opinion of PRT and teaching improvement. Only 2 articles evaluated student metrics to assess PRT impact and effectiveness. Discussion and Conclusion. Peer review of teaching has been successfully adopted by health care education faculty to promote teaching excellence and could be a foundation for creating a culture of excellence in DPT education. These results provide an understanding of the processes for implementing PRT to guide DPT educators establishing PRT programs.

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Peer to Peer observation: real‐world faculty development

Cited by 7 publications

References 1 publication

Peer Observation of Teaching Program for the Busy Hospitalist

Peer Observation of Teaching Program for the Busy Hospitalist

Iranian medical residents’ professionalism: A peer assessment study

Peer Review of Teaching to Promote a Culture of Excellence: A Scoping Review

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