Attitudes towards peer review of teaching in medical education

Caygill, Rebecca; Peardon, Mia; Waite, Catherine; Mcintyre, Ian; Bradley, Don; Wright, Julian

doi:10.11157/fohpe.v18i2.224

Cited by 4 publications

(7 citation statements)

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“…In turn, this reduced participants’ sense of isolation as teachers, aided more widespread recognition of the benefits of teaching, and increased overall commitment to teaching . Participants reported the process confirmed the quality of existing teaching practice and provided direction to improve teaching practice . Growth in confidence in giving feedback was specifically noted …”

Section: Resultsmentioning

confidence: 97%

“…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%

“…In terms of outcomes for participants, initial anxiety or misgivings were ameliorated by discovering that the peer support strategy was a reciprocal and valuable process. Intentional, focused feedback and opportunities for reflection were reported to contribute positively to a productive culture of teaching in the workplace .…”

Section: Resultsmentioning

confidence: 99%

“…Despite these limitations, 11 of the 21 (52%) papers were deemed to have reported conclusions based on the results collected (BEME rating 4: results clear and very likely to be true) …”

Section: Resultsmentioning

confidence: 99%

“…On this point, we identified a number of studies (referred to as ‘test the water’ papers (Table )), in which a needs analysis or environmental scan was conducted. 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%

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

et al. 2019

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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.

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Section: Resultsmentioning

confidence: 97%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“…Despite these limitations, 11 of the 21 (52%) papers were deemed to have reported conclusions based on the results collected (BEME rating 4: results clear and very likely to be true) …”

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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

et al. 2019

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Peer observation of student-led teaching

et al. 2023

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Peer review of teaching in Australian higher education: a systematic review

Johnston

Baik

Chester

2020

Higher Education Research & Development

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Over recent decades, peer review of teaching has become an important mechanism for improving the quality of teaching in higher education. While there is considerable international research on peer review of teaching outcomes, these are not widely reported within Australian universities. This paper reports on a systematic review of published studies examining peer review of teaching characteristics that contribute to teaching development in Australian higher education. Following a search of peer reviewed literature published over three decades, 19 studies were included in the qualitative synthesis. A thematic synthesis revealed teaching development outcomes gained through peer review of teaching span factors at organisational (N = 16), program (N = 13) and individual (N = 4) levels. Organisational factors included disciplinary context, program sustainability, collegiality and leadership. Program factors included framework, program design, basis of participation, observation, feedback and reflective practice. Factors at the individual level included prior experience and participants' perceived development requirements. In addition to reporting on teaching development outcomes, some studies reported on enhanced student learning outcomes (N = 5). Improved reporting of program design in addition to validated tools to assess outcomes are required to better understand how peer review of teaching supports teaching development. The growth of peer review of teaching within Australian higher education presents an important opportunity to advance our understanding of practices influencing academic teaching development.

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Attitudes towards peer review of teaching in medical education

Cited by 4 publications

References 0 publications

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

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

Peer observation of student-led teaching

Peer review of teaching in Australian higher education: a systematic review

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