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Published on: February 16, 2011
How to become a better clinical teacher: a collaborative peer observation process
Kathleen Finn1, Victor Chiappa, Alberto Puig
1Massachusetts General Hospital, Boston, MA 02114, USA.
Medical Teacher
|February 1, 2011
Summary
Peer observation of teaching (PoT) offers a collaborative faculty development program for clinician educators. This approach provides specific feedback, enhances teaching skills, and promotes reflection among faculty.
Area of Science:
- Medical Education
- Faculty Development
- Clinical Teaching
Background:
- Peer observation of teaching (PoT) is typically used for evaluating educators in traditional settings.
- Clinical teaching presents unique challenges due to its complex and dynamic nature.
- Junior faculty often lack formal training and observation opportunities in educational practices.
Purpose of the Study:
- To describe a collaborative peer observation (PoT) process as a longitudinal faculty development program.
- To address the challenges faced by educators in clinical environments.
Main Methods:
- A group of 11 clinician educators implemented a collaborative peer observation process.
- The program focused on longitudinal faculty development through peer feedback.
Main Results:
- The peer observation process yields detailed and specific feedback for the observed clinician.
- Observing faculty reflect on their own teaching styles and adopt effective techniques.
Conclusions:
- Collaborative peer observation enriches the teaching experience for all involved faculty.
- Detailed feedback from peer observation highlights its value in faculty development.
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