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Updated: May 23, 2026
10:39
Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
Published on: August 29, 2025
Say yes to peer review: a collaborative approach to faculty development
Margaret J Blauvelt1, Cheryl L Erickson, Nancy C Davenport
1Department of Nursing, University of Saint Francis, Fort Wayne, IN 16808, USA. mblauvelt@sf.edu
Nurse Educator
|April 20, 2012
Summary
Student evaluations alone may limit faculty feedback. Implementing a peer-review process for clinical and didactic teaching offers a more comprehensive evaluation method for professional growth.
Area of Science:
- Medical Education
- Faculty Development
- Performance Evaluation
Background:
- Student evaluations are the primary method for assessing teaching effectiveness.
- Relying solely on student feedback may provide a limited view of faculty performance.
- There is a need for multidimensional approaches to faculty evaluation.
Purpose of the Study:
- To introduce a peer-review process to enhance faculty evaluation.
- To provide a more comprehensive and multidimensional assessment of teaching.
- To support faculty professional growth through diverse feedback mechanisms.
Main Methods:
- Development and implementation of a structured peer-review system.
- Peer review applied to both clinical and didactic teaching settings.
- Integration of peer feedback with existing evaluation methods.
Main Results:
- The peer-review process offers an additional dimension to faculty assessment.
- This method provides richer, more comprehensive feedback for improvement.
- The initiative aims to ensure thorough and multidimensional faculty evaluation.
Conclusions:
- Peer review complements student evaluations for a holistic view of teaching.
- Implementing peer review supports faculty development and enhances educational quality.
- A multidimensional approach is crucial for effective faculty performance assessment.
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