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Related Experiment Videos

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
PubMed
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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).

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  • 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.