Peer review: An effective approach to cultivating lecturing virtuosity

McLeod, Peter; Steinert, Yvonne; Čapek, R.; Chalk, Colin; Brawer, James R.; Ruhe, Valerie; Barnett, Bonnie

doi:10.3109/0142159x.2012.733460

Cited by 20 publications

(28 citation statements)

References 19 publications

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“…18,19,24 In addition, potential benefits described by participants that result from making teaching practices public and engaging in discussions about teaching and learning, including improving teaching practices, mutual learning, and enhanced collegiality, are in line with the findings of previous studies. 9,19,24 Unique from the findings of this study, based on the experiences of study participants, is the presence and impact of feelings of vulnerability on the entire process of peer and self-assessment.…”

supporting

confidence: 74%

“…Feelings of threat and anxiety related to being observed whether for developmental or for performance evaluation purposes are a common finding from existing peer assessment research literature, 9,18,19,24,25 however, there are limited published data that refer to feelings of vulnerability, and the influence and meaning of vulnerability. Vulnerability is defined as susceptibility to attack, harm, emotional injury, or criticism.…”

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confidence: 99%

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confidence: 99%

“…Depending on the intention of the process, peer assessment is commonly seen as a threat by teaching faculty members, no matter the discipline. 9,18,19,24,25 Anxiety and stress are noted to be common feelings among teaching faculty, where the process of peer assessment is meant for evaluation purposes and is mandatory, and where those involved are unable to choose a peer to be their assessor.9,18 Peer assessment processes, where the program is voluntary and where faculty members are able to self-select their peer assessor, reported easing of such feelings of threat and anxiety, 17,19,21,22,25 lending to the support of a program that is meant to be developmental rather than evaluative in nature.Common in the literature is the need for some structure to the process. 9,19,26 Peer assessment processes tend to be better received by teaching faculty when there is an element of training involved.…”

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confidence: 99%

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The courage to be vulnerable: exploring experiences of peer and self-assessment of teaching in nursing education

Tanner¹,

Rosenau²,

Clancy³

et al. 2017

NRR

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Background: Within academia, more than one measure of assessment is required to ensure teaching success and ongoing teaching development. Peer assessment of teaching is one of the methods that can benefit teaching development; however, there is currently a lack of nursing research literature regarding the processes, outcomes, and use of self-reflection in the peer assessment process. In the spring and summer of 2015, the development and implementation of a tailored pilot project of peer and self-assessment of teaching occurred within an undergraduate nursing program at a Western Canadian university. The overarching philosophy of the pilot project of peer and self assessment was one of using peer to peer developmental feedback as a means of creating a community of support for professional teaching development. The study reported on in this paper is an initial step in addressing a lack of research literature within the field of nursing to support the practice of peer assessment of teaching as a sustainable and effective means of offering teaching development support. Purpose: The aim of this study was to explore and describe the experiences of teaching faculty participants in the pilot project of peer and self-assessment of teaching. Methods: A qualitative descriptive design was employed to explore the experiences of pilot participants. Focus group discussions and individual interviews were used to gather data. Participants: A total of 12 nursing educators involved in the pilot project participated in the study. Findings: Conventional content analysis of the combined data rendered themes around vulnerability and the influence and importance of establishing trust in selecting a partner, making teaching public, improving teaching practice, and maintaining accountability and responsibility. Conclusion: Peer and self-assessment of teaching has the potential to benefit professional teaching development in nursing education. Both peers within a peer and self-assessment partnership can experience feelings of vulnerability. Having the courage to be vulnerable or identifying and overcoming vulnerabilities and establishing trust with a teaching colleague can result in mutual learning, can benefit individual and team growth, and can enhance accountability to the undergraduate nursing curriculum and student learning. Keywords: professional development, qualitative study, nursing faculty, self-reflection, peer assessment IntroductionSuccessful teaching is inarguably a common goal of educators, and it is one that is complex and challenging to measure. In nursing education, the current gold standard approach for measuring teaching success is through the use of student evaluations of teaching.1 While student evaluations of teaching are widely used and, for the most part, recognized as useful measures of teaching competence, solely relying on one form of 18Tanner et al feedback can have a negative impact on teaching development and the quality of education delivered to students.2 Nursing as a profession remains under pressure to ...

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confidence: 74%

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confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The courage to be vulnerable: exploring experiences of peer and self-assessment of teaching in nursing education

Tanner¹,

Rosenau²,

Clancy³

et al. 2017

NRR

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“…These recordings could undergo peer review in a group development session. This approach has been enthusiastically endorsed by medical school lecturers in Canada (McLeod et al 2013).…”

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confidence: 99%

Teaching non-clinical topics: lessons from a public health module for medical students

Whittaker¹,

Gr²

2016

MedEdPublish

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BackgroundA new public health teaching for medical students in year four was introduced. This paper evaluates the planning and implementation of the first year of delivery. MethodsKern et al's six step approach to curriculum development was used as an evaluation framework:• Problem identification• Needs assessment• Goals and objectives • Educational strategies• Implementation • Evaluation and feedbackThe delivery of the programme was assessed by direct observation of teaching and the end of year teaching review meeting, plus data from student feedback questionnaires. ResultsProblem identification was based on student feedback and gap analysis of the medical school curriculum against the standards set out in the GMC's Outcomes for Graduates. The public health learning needs of the medical students were examined from the perspectives of the students, the medical school and the NHS. Goals and objectives were chosen using the Outcomes for Graduates set out by the GMC as a basis. The module used a mixture of face-to-face and online teaching using a range of pedagogic approaches. The teaching was very interactive throughout and emphasised the links between public health and clinical medicine. Students completed anonymous feedback questionnaires which were overwhelmingly positive. The student feedback, plus feedback from the student representative, was used to inform changes in the programme implemented the following academic year. ConclusionThis new public health module has successfully integrated into the clinical curriculum. Lessons learnt from the first year of implementation are transferable to the delivery of other non-clinical topics.Keywords: Public Health, Blended learning, Curriculum development, Behavioural and Social Science BackgroundPublic health is a small sub-specialty of medicine, making up fewer than two per cent of doctors on the UK's General Medical Council (GMC) specialist register (GMC, 2016). However, the core principles of public health are relevant to all doctors, and are an important part of the undergraduate medical curriculum (GMC, 2009). In Manchester Medical School, public health is taught in years one and two via small group work, topic specific lectures and Intended Learning Outcomes (ILOs) incorporated into the Problem Based Learning (PBL) cases. Previous to 2014 public health was not taught as part of the core curriculum beyond year two, but a limited number of students could access public health teaching by choosing optional attachments in years three or five. In September 2014 delivery public health in year four began consisting of two days of mandatory face-to-face teaching plus on-line resources. Recommendations for the delivery of public health teaching from the literatureThe medical education literature recommends that effective public health teaching should; be based on clear ILOs, be integrated with the clinical curriculum, be interactive, include exposure to public health specialist role models and be updated in response to feedback. Clear ILOs 1.Clear ILOs help stude...

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Teaching in the Classroom: Large Groups

Luks

Stack

2019

Medical Education in Pulmonary, Critical Care, and Sleep Medicine

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Peer review: An effective approach to cultivating lecturing virtuosity

Cited by 20 publications

References 19 publications

The courage to be vulnerable: exploring experiences of peer and self-assessment of teaching in nursing education

The courage to be vulnerable: exploring experiences of peer and self-assessment of teaching in nursing education

Teaching non-clinical topics: lessons from a public health module for medical students

Teaching in the Classroom: Large Groups

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