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Peer Observation of Teaching Handbook

2012; Association of American Medical Colleges; Linguagem: Inglês

10.15766/mep_2374-8265.9150

2374-8265

Lori R. Newman, David H. Roberts, Richard M. Schwartzstein,

Reflective Practices in Education

OPEN ACCESSApril 12, 2012Peer Observation of Teaching Handbook Lori R. Newman, MEd, David H. Roberts, MD, Richard M. Schwartzstein, MD Lori R. Newman, MEd Harvard Medical School , David H. Roberts, MD Shapiro Institute for Education and Research at Harvard Medical School and Beth Israel Deaconess Medical Center , Richard M. Schwartzstein, MD Shapiro Institute for Education and Research at Harvard Medical School and Beth Israel Deaconess Medical Center https://doi.org/10.15766/mep_2374-8265.9150 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractThis resource is a handbook designed to help individuals prepare for and conduct an effective teaching observation and feedback session. The handbook presents 10 steps that observers can follow to ensure they identify critical instructional moments during the teaching encounter and then engage in a mutual exchange of ideas with their colleagues at the conclusion of the session. It also suggests ways to avoid common peer observation pitfalls and describes the benefits of partaking in an observation pairing or buddy system. A number of references and sample peer observation of teaching forms are included at the end of the handbook. Creation of this resource originated from the need to translate the theory of peer observation into actual practice. While there have been recent calls from the Liaison Committee on Medical Education and the Accreditation Council for Graduate Medical Education for regularly scheduled feedback to medical education program faculty members about their clinical teaching abilities, there is little guidance on how that feedback should be collected and delivered. To provide individualized instructional development and feedback to the faculty members at our institution, we created the Peer Observation of Teaching Handbook for faculty members to follow in order to conduct effective teaching observations that would inform meaningful feedback to their peers. After each peer teaching observation, we send a brief feedback form to both the observer and the faculty member to collect comments and suggestions about the peer observation of teaching experience. Quantitative and qualitative feedback collected from the forms has been positive. Educational Objectives By using this resource, faculty should be able to: Identify effective ways to conduct teaching observations in order to provide peer faculty members with meaningful feedback intended to improve their teaching performances.Assist peer faculty members in identifying key teaching methods and skills that they would like to enhance or further develop.Provide effective feedback to peer faculty members about their teaching in a manner in which peers feel supported and motivated to improve.Engage in an open exchange of best teaching practices in a mutually respectful and supportive manner. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide.doc Peer Observation Handbook.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor's noteThis publication may contain technology or a display format that is no longer in use. CitationNewman LR, Roberts DH, Schwartzstein RM. Peer Observation of Teaching Handbook. MedEdPORTAL. 2012;8:9150. https://doi.org/10.15766/mep_2374-8265.9150 Copyright & Permissions© 2012 Newman et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsPeer EvaluationsPeer Observation Disclosures None to report. Funding/Support None to report. Loading ...