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Evaluation of an evidence-based peer teaching assessment program
Laura B Hansen1, Marianne McCollum, Susan M Paulsen
1School of Pharmacy, University of Colorado at Denver and Health Sciences Center, Denver, CO 80262, USA. laura.hansen@uchsc.edu
American Journal of Pharmaceutical Education
|July 11, 2007
Summary
Faculty found the evidence-based peer teaching assessment system well-accepted and positive. Participants believed it would enhance teaching quality and valued structured discussions about teaching methods.
Area of Science:
- Medical Education
- Faculty Development
Background:
- Peer assessment systems are increasingly used to evaluate and improve teaching quality.
- Understanding faculty perceptions is crucial for the successful implementation of such systems.
Purpose of the Study:
- To evaluate faculty perceptions of an evidence-based peer teaching assessment system.
- To assess faculty views on the system's impact on teaching quality, professional development, and collegial interaction.
Main Methods:
- Faculty instructors and assessors completed Likert scale questionnaires in years 1 and 4 of the program.
- Data were analyzed using descriptive statistics and student t tests to compare mean responses.
Main Results:
- Both instructors and assessors reported positive perceptions of the peer assessment system (mean scores 3.6-4.2).
- Assessors more strongly agreed than instructors that feedback would improve lecturing and course materials (p < 0.01).
Conclusions:
- The evidence-based peer teaching assessment system was well-accepted by faculty.
- Participants perceived the system as beneficial for improving teaching quality and fostering valuable discussions about teaching practices.
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