Current Practices and Perspectives on Peer Observation and Feedback: A National Survey

McDaniel, Corrie E.; Singh, Ankush; Beck, Jimmy; Birnie, Krista; Fromme, H. Barrett; Ginwalla, Cherie F.; Griego, Elena; King, Marta; Maniscalco, Jennifer; Nazif, Joanne; Patra, Kamakshya P.; Seelbach, Elizabeth; Walker, Jacqueline M.; Bhansali, Priti

doi:10.1016/j.acap.2019.03.005

Cited by 18 publications

(37 citation statements)

References 12 publications

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“…34 35 In general, peer observation and feedback are seen as an innovative concept with the potential to use as a strategy for continuing professional development, where creating a feasible programme and a supportive environment to be able to do this properly is challenging. [36][37][38][39][40] Especially these two findings are emphasised by our study.…”

Section: Relation With Similar Studiesmentioning

confidence: 52%

Impact and feasibility of a tailor-made patient communication quality improvement programme for hospital-based physiotherapists: a mixed-methods study

Steenbruggen

Heusden‐Scholtalbers

Hoogeboom³

et al. 2021

BMJ Open Qual

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BackgroundIn tailoring a quality improvement programme for hospital-based physiotherapy, the original use of video recordings was replaced by using the tracer methodology.ObjectiveTo examine the impact of a tailor-made quality improvement programme addressing patient communication on the professional development of hospital-based physiotherapists, and to evaluate barriers and facilitators as determinants of feasibility of the programme.MethodsA mixed-methods study was conducted. Participants were clustered in groups per hospital and linked with an equally sized group in a nearby hospital. Within the groups, fixed couples carried out a 2-hour tracer by directly observing each other’s daily work routine. This procedure was repeated 6 months later. Data from feedback forms were analysed quantitatively, and a thematic analysis of transcripts from group interviews was conducted.ResultsFifty hospital-based physiotherapists from 16 hospitals participated. They rated the impact of the programme on professional development, on a scale from 1 (much improvement needed) to 5 (no improvement needed), as 3.99 (SD 0.64) after the first tracer and 4.32 (SD 0.63) 6 months later; a mean improvement of 0.33 (95% CI 0.16 to 0.50). Participants scored, on a scale ranging from 1 to 5 on barriers and facilitators (feasibility), a mean of 3.45 (SD 0.95) on determinants of innovation, 3.47 (SD 0.86) on probability to use and 2.63 (SD 1.07) on the user feedback list. All participants emphasised the added value of the tracer methodology and mentioned effects on self-reflection and awareness most.ConclusionsThe tailor-made quality improvement programme, based on principles of the tracer methodology, was associated with a significant impact on professional development. Barriers and facilitators as determinants of feasibility of the programme showed the programme being feasible.

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Section: Relation With Similar Studiesmentioning

confidence: 52%

Impact and feasibility of a tailor-made patient communication quality improvement programme for hospital-based physiotherapists: a mixed-methods study

Steenbruggen

Heusden‐Scholtalbers

Hoogeboom³

et al. 2021

BMJ Open Qual

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“…Como indica el Informe Talis (2014), aunque el 51% del profesorado reconoce que nunca ha llevado a cabo esta práctica, la probabilidad de que un docente aplique pedagogías innovadoras se incrementa cuando observa otras aulas, otros centros y participa en redes de colaboración de profesionales. En países como Estados Unidos, Australia, o el Reino Unido es una práctica muy extendida en el ámbito universitario, si bien en los últimos tiempos está incrementando su presencia en otros entornos no escolares (McDaniel, et al, 2019;Turner & Morris, 2019). En cambio, en España ha tenido hasta el momento presente una escasa incidencia.…”

Section: Revisión De La Literaturaunclassified

El feedback entre iguales y su incidencia en el desarrollo profesional docente

Ramon

Iglesia-Mayol²

2021

Rev. complut. educ

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Este artículo presenta los resultados de una investigación sobre la implementación de un Programa de Observación y feedback entre iguales (POFEI) en 47 centros escolares de la comunidad de XX. Se trata de una experiencia pionera, auspiciada por la XX, que trata de valorar de qué modo el POFEI contribuye al desarrollo de la práctica profesional. En concreto, el trabajo se centra en identificar, caracterizar y valorar el feedback que surge entre las parejas docentes que participan en el programa. Para ello se aplica un cuestionario al finalizar la experiencia y se analizan los reportes de feedback que elaboran los sujetos implicados en el estudio. Entre los resultados, destaca la buena valoración que hacen los participantes de la experiencia, ya que la mayoría manifiesta haberse sentido cómodo/a y un alto porcentaje piensa repetir dicha práctica en el futuro. Se detecta, sin embargo, que el tipo de retroacción que prevalece es mayoritariamente de apoyo y de carácter informativo, lo que permite reflexionar sobre la necesidad de organizar acciones formativas con el profesorado, que amplíen sus estrategias de evaluación y feedback. Con todo, el estudio muestra que la retroalimentación entre iguales, a tenor de los acuerdos y cambios que introduce el profesorado participante, puede convertirse en una poderosa herramienta que potencia el desarrollo profesional y mejora la práctica docente.

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“…The strategy measures for change implementation in medical education in Saudi Arabia, according to the results of current study, include: curriculum reform, faculty development and improving the learning environment. These strategies should be combined with organizational measures that facilitate the change process and overcome obstacles against change [32,33]. The interest on FDAP and the positive attitude toward FDAP definitely will build a feeling of strong belonging to the institute as pointed out by some authorities [34], however, this feeling will create strong challenges for motivation to the administration [20,21]; 74% thought that FDP helps them in constructing highquality MCQs.…”

Section: Discussionmentioning

confidence: 99%

Perception of Faculty Members of Regional Medical School Toward Faculty Development Program

Salih

AlShahrani

Eljac

et al. 2019

SJMS

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Introduction: Any types or process of activities that are performed by a group or an individual to enhance, promote, and improve the performance, competencies or skills of a health professional at an institute level are defined as faculty development which has many other names like staff development, academic development, and educational development. The importance of faculty development stressed by Harden is equivalent to curriculum development, which is a very difficult assignment. Objectives: To determine the pattern of faculty members’ perception toward their weekly faculty development program. Methodology: Enrolling the faculty members of the College of Medicine, University of Bisha, Kingdom of Saudi Arabia ( COM/UB,KSA). COM/UB adopting the innovative curriculum (problem-based learning, team-based learning, interactive lectures, and case-based learning and seminars. Each Tuesday, faculty members gather in the faculty development academic program (FDAP) room to discuss issues related to medical education and quality. Usually, there is a presentation on the selected topic over 25 min, followed by a discussion and workshop, and finally, a recommendation is drawn. The inclusion criterion is those studying in the college for a period of more than one year. New joiners and those studying for a period of less than one year were excluded. Faculty members were enrolled optionally and requested to fill a validated questionnaire. Results: The response rate was 92% of total staff. More than 89%, 87%, 86% and 74% thought that the FDAP is useful to them, helps them in addressing academic issues in the faculty, is an enriching experience, and thought that it helps them in constructing high-quality multiple choice questions (MCQs). Finally, 84% were interested in presenting topics in FDP. Conclusion: FDAP was positively perceived by the faculty members of the University Bisha/College of Medicine, since it enriches their experience and satisfies their academic job. Keywords: faculty, development, academic, program, MCQs

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Current Practices and Perspectives on Peer Observation and Feedback: A National Survey

Cited by 18 publications

References 12 publications

Impact and feasibility of a tailor-made patient communication quality improvement programme for hospital-based physiotherapists: a mixed-methods study

Impact and feasibility of a tailor-made patient communication quality improvement programme for hospital-based physiotherapists: a mixed-methods study

El feedback entre iguales y su incidencia en el desarrollo profesional docente

Perception of Faculty Members of Regional Medical School Toward Faculty Development Program

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