Peer observation and feedback of resident teaching

Snydman, Laura K.; Chandler, Daniel; Rencic, Joseph; Sung, Yung-Chi

doi:10.1111/j.1743-498x.2012.00591.x

Cited by 28 publications

(31 citation statements)

References 9 publications

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“…Near‐peer teaching programmes are widely described in undergraduate medical education literature, and considering the benefits described in this setting NPT could enhance the training of junior doctors in a variety of ways. There are limited reports of NPT in postgraduate medical training; however, no articles have evaluated its use for the delivery of regular formalised teaching to UK junior doctors. We have developed an NPT programme in which regular FY2 teaching was delivered exclusively by more senior CMT colleagues, and have presented the results of our pilot study.…”

Section: Discussionmentioning

confidence: 99%

Junior doctor teaching delivered by near peers

et al. 2018

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Fifteen sessions were delivered by four tutors. All sessions received positive feedback from learners with nine sessions receiving a five out of five rating. In addition, the confidence ratings of the learners increased following each session. The tutors improved in all items of the teaching assessments and the overall rating of their teaching. Near-peer teaching could enhance the training of junior doctors DISCUSSION: The results of this pilot study suggest that the benefits described in undergraduate near-peer teaching programmes may also be seen in postgraduate medical education. Thus near-peer teaching could enhance the training of junior doctors, and we encourage the proliferation of such programmes to further evaluate their benefits in this setting.

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Section: Discussionmentioning

confidence: 99%

Junior doctor teaching delivered by near peers

et al. 2018

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“…Based on the title and abstract review, we fully reviewed 14 additional articles on RaT of which 13 were relevant (Butani et al, 2013;Donato and Harris, 2013;Donovan, 2011;Keller et al, 2012;Lachman, Christensen, and Pawlina, 2013;Lakshmanan et al, 2014;Patocka, Meyers, and Delaney, 2011;Peyre et al, 2011;Ricciotti et al, 2012;Smith and Kohlwes, 2011;Snydman et al, 2013;Wachtel, Greenberg et al, 2013;Yuan et al, 2014). Current trends in the literature are that 1) RaT programs vary in content and design, with mostly discipline-specific, one-off deliveries; 2) program evaluations are not conducted aside from some assessments of resident teaching; and 3) a learner-centered approach should be incorporated into program development and implementation (Jarvis-Selinger et al, 2011).…”

Section: Literature Searchmentioning

confidence: 99%

Developing and Implementing a Systems-Based Residents as Teachers Initiative

Amari¹,

Choi²,

Clark³

et al. 2019

MedEdPublish

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Using a systems-based approach for developing and implementing a residents as teachers (RaT) initiative follows the trend of systems thinking in health care and medical education, and assures positive outcomes and sustainability. This paper outlines the steps for a systematic, program-wide RaT initiative, using the University of British Columbia (UBC) as a case example. Project period was 2013-2015. Study Design The initiative team surveyed 65 of UBC's then 72 residency programs on their level of involvement and comprehensiveness in teaching residents to teach, which they used to create a 0-4 classification system. A six-topic RaT core curriculum was developed and train-the-trainer sessions were offered to build capacity within programs to customize and deliver the topics. An online scheduling system was used to schedule RaT sessions, track resident attendance, and disseminate evaluation surveys. Results A portion of the programs (n=21, 34%) were classified at Level 0, indicating few to no teaching competencies were taught. After the implementation of RaT in four programs, the majority of residents (n=61, 88%) indicated the overall quality of the educational experience was good or excellent. Most responses (n=2-93, 89-100%) agreed or strongly agreed that learning objectives were met for each RaT topic. Conclusions Implementing a systems-based approach for RaT allows for centralized curriculum, administration, and evaluation, but also allows individual programs to have ownership and responsibility over curriculum adaptation, delivery methods, and faculty and resident engagement. Furthermore, the classification system provides a way to identify program needs and track improvements across all postgraduate residency training.

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“…14 Considering that resident doctors play an important role in the education of medical students, a survey-based observational study revealed that peer observation and feedback of residents' teaching during work rounds is not only feasible but also rewarding for the involved residents and thus should be encouraged. 15 Moving a step further, the findings of another study revealed that the provision of feedback by faculty staff to resident doctors after observing resident-patient interactions is a complex and dynamic process. In this feedback-giving exercise, there is definite scope for the adoption of a potential newer approach that can assist in enhancing the effectiveness of the feedback of faculty members and thus, ultimately, in faculty development.…”

Section: Bridging the Gapmentioning

confidence: 99%

Positive feedback: a tool for quality education in field of medicine

et al. 2015

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Background: Feedback in medical education is an integral and important constituent of teaching as it encourages and enhances the learners' knowledge, skills and professional performance. Feedback has to be delivered in an appropriate setting; it should focus on the performance and not on the individual; should be clear and specific; delivered in nonjudgmental language; should emphasize positive aspects; be descriptive rather than evaluative; and should suggest measures for improvement. Methods: 20 Post Graduate Student from surgery department was selected for the study. Results: Constructive feedback is defined as the act of giving information to a trainee through the description of his/her performance in the observed situation. It emphasizes the strengths of the session and areas which require improvement. The processes of giving and receiving feedback are skills that can be acquired only with practice with improvement in Pg student's skill and knowledge. Conclusion: To integrate the concept of feedback in medical education, training of the trainers pertaining to techniques of adult learning and how to give feedback to trainees are foremost requirements. Interactive feedback is indispensable in bringing about professional development and overall improvement in doctors.

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Peer observation and feedback of resident teaching

Cited by 28 publications

References 9 publications

Junior doctor teaching delivered by near peers

Junior doctor teaching delivered by near peers

Developing and Implementing a Systems-Based Residents as Teachers Initiative

Positive feedback: a tool for quality education in field of medicine

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