Peer review practicalities in clinical medicine

Metcalfe, Matthew; Farrant, Mal; Farrant, JM

doi:10.2147/amep.s14279

Cited by 2 publications

(4 citation statements)

References 11 publications

(9 reference statements)

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“…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%

“…In addition to benefits and challenges for participants, significant contextual workplace challenges emerged from the reported outcome evaluations. Common barriers included a lack of time for participation, and general logistical issues . Three papers reportedly addressed these barriers by embedding peer support strategies into organisational routines .…”

Section: Resultsmentioning

confidence: 99%

“…Overall, evaluation data were reported in all except two of the papers, and notably none reported evaluation that spanned all stages of the educational design cycle. For the subset classified as research reports, and evaluated using the BEME strength of evidence rating (Table , n = 21), there was a wide variation in the degree to which results supported conclusions (Table S2).…”

Section: Resultsmentioning

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: 99%