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The planning and implementation of a faculty peer review teaching project
1Bernard J. Dunn School of Pharmacy, Shenandoah University.
American Journal of Pharmaceutical Education
|December 7, 2006
Summary
A pilot faculty peer review system was successfully implemented, with participants reporting satisfaction and improved teaching insights. Faculty-driven development and voluntary participation were key to acceptance, suggesting future strategies for broader engagement.
Area of Science:
- Educational Development
- Academic Pedagogy
- Faculty Training
Background:
- Implementing effective peer review systems is crucial for academic development.
- Faculty engagement and administrative support are vital for successful program adoption.
- Understanding faculty perceptions is key to refining peer review processes.
Purpose of the Study:
- To describe the planning and implementation of a pilot faculty peer review system.
- To assess factors influencing faculty and administrative acceptance of the system.
- To identify strategies for increasing faculty participation as reviewers and reviewees.
Main Methods:
- A faculty-driven approach was employed to develop the peer review model.
- A survey with open-ended responses was used to gather faculty feedback on participation and process components.
- Qualitative data analysis explored reasons for participation/non-participation and suggestions for improvement.
Main Results:
- Faculty acceptance and satisfaction were linked to the faculty-driven development and voluntary nature of the reviews.
- Peer reviews were not mandatory for promotion and tenure, contributing to positive reception.
- Reviewed faculty found the process helpful and insightful, anticipating improvements in teaching and learning.
Conclusions:
- A successful faculty peer review system was developed and implemented rapidly (within 6 weeks).
- Participants reported satisfaction, gained teaching insights, learned new approaches, and increased pedagogical confidence.
- Future efforts should focus on strategies to achieve universal faculty participation in peer review.
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