The Development of a Clinical Peer Review Tool

Lundeen, John D.; Warr, Rebecca J.; Cortes, Cynthia G.; Wallis, Frankie; Coleman, Jennifer Jeames

doi:10.1097/01.nep.0000000000000191

Cited by 3 publications

(3 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Table details the characteristics of the included papers . Most of the studies had been conducted within the medical profession, in the USA, and reported on the implementation of a peer support strategy.…”

Section: Resultsmentioning

confidence: 99%

“…Strategies reported included an initial survey to identify participant preconceptions, the adoption of grassroots involvement in the design, and orientation briefings to ensure understanding of purpose and allay misconceptions of surveillance . Although some papers reported the development of psychometrically valid and reliable observation tools, we suggest that workplaces could instead invest scarce time in building a culture of supportive peer relationships, which will become the foundation for successful implementation strategies.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Peer‐supported faculty development and workplace teaching: an integrative review

et al. 2019

View full text Add to dashboard Cite

Context The use of peer support as a faculty development technique to improve clinical teaching is uncommon in medical education, despite the benefits of situating learning in the workplace. The authors therefore conducted a broad search seeking theoretical and empirical literature describing peer support strategies for clinical teachers in health care workplaces. This included descriptive and non‐experimental studies that are often excluded from reviews. The review aimed to identify and assess existing initiatives and to synthesise key challenges and benefits. Methods An integrative literature review was undertaken (2004–2017), based on searches of eight international electronic databases and targeted manual searches. Key concepts, elements and models were mapped using an iterative, constant comparative method. An evaluative framework, drawing on previous research, informed conclusions regarding the quality of evidence. Results From a pool of 5735 papers, 34 met the inclusion criteria. The majority referred to studies conducted in the USA (59%) and in the medical profession (71%). Analysis revealed a trend towards using a collaborative model (56%), voluntary participation (59%), and direct workplace observation by a peer clinician (68%). Design features of the peer support strategy were commonly reported (65%), with half providing outcome measures (56%). Few papers reported on process evaluation (15%) or evidence of programme sustainability (15%). Despite logistical and time‐associated challenges, benefits accrued to individuals and the workplace, and included improved teaching practices. Embedding the peer support strategy into routine organisational practice proved effective. Conclusions The results indicated that a workplace‐based peer support model is an acceptable and effective faculty development strategy for health care clinical teachers. Conceptualising workplace‐based peer support via a sociocultural model that acknowledges the significance of educational design, peers as collaborators and the importance of workplace context and culture is emphasised. Future research should focus on clarification studies informed by contemporary models of faculty development, in which factors impacting the health care workplace are considered.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Peer‐supported faculty development and workplace teaching: an integrative review

et al. 2019

View full text Add to dashboard Cite

show abstract

“…World Wide Web (WWW) is the most important information distribution tool[ 1 ] and currently, websites can be considered as the most important professional media outlets. [ 2 3 ] Hospital websites are one of these information networks and their varieties depend on the needs of patients, health-care providers, and health centers.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the website of public hospitals in Isfahan with the WebMedQual approach in 2018

Saghaeiannejad-Isfahani

Abumasoudi

Esmaeli

et al. 2019

J Edu Health Promot

View full text Add to dashboard Cite

Development and implementation of a formative instructional coaching program using the Teaching Practices Inventory within a health professions program

et al. 2022

View full text Add to dashboard Cite

Background A growing body of literature describes teaching practices that are positively associated with student achievement. Observing, characterizing, and providing feedback on these teaching practices is a necessary, yet significant challenge to improving teaching quality. This study describes the design, implementation, and evaluation of an instructional coaching program created to provide formative feedback to instructors based on their use of evidence-based teaching practices. Methods The program was designed for formative purposes utilizing an instrument adapted from the Teaching Practices Inventory. All faculty were invited to participate in the program on a voluntary basis when the program launched in Fall 2019. Program coaches included any School personnel who completed required training. Two rounds of instrument development were conducted with multiple observers and assessed using Krippendorff’s Alpha. The program was evaluated using an anonymous post-session survey. Results Interrater reliability of the form improved over two rounds of piloting and no differences were found in scoring between trainees and education professionals. Seventeen observations were completed by nine coaches. Instructors indicated that feedback was practical, timely, specific, and collegial, suggesting that including student perspectives (e.g., focus groups, student course evaluations) in the coaching program might be helpful. Conclusions Creating programs that emphasize and foster the use of evidence-based teaching are critical for health professions education. Additional research is needed to further develop coaching programs that ensure teaching practices in the health professions are optimizing student learning.

show abstract

The Development of a Clinical Peer Review Tool

Cited by 3 publications

References 7 publications

Peer‐supported faculty development and workplace teaching: an integrative review

Peer‐supported faculty development and workplace teaching: an integrative review

Evaluation of the website of public hospitals in Isfahan with the WebMedQual approach in 2018

Development and implementation of a formative instructional coaching program using the Teaching Practices Inventory within a health professions program

Contact Info

Product

Resources

About