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Related Experiment Video

Updated: May 22, 2026

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

Peer observation of teaching as a faculty development tool.

Peter B Sullivan¹, Alexandra Buckle, Gregg Nicky

¹Department of Paediatrics, Children's Hospital, University of Oxford, Oxford, OX3 9DU, UK. peter.sullivan@paediatrics.ox.ac.uk

BMC Medical Education

|May 8, 2012

Summary

Peer observation of teaching (PoT) provides constructive feedback to enhance medical education quality. Teachers found PoT valuable for professional development and improving teaching practices.

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Area of Science:

Medical Education
Faculty Development

Background:

Peer observation of teaching (PoT) is a method for improving teaching quality through descriptive feedback.
This study assessed PoT as a developmental process for a Pediatric Teaching Faculty.

Purpose of the Study:

To implement and evaluate peer observation within a faculty development program.
To understand faculty perceptions of the peer observation process.

Main Methods:

A four-stage PoT process: pre-observation meeting, observation, feedback, and reflection.
Twenty faculty members participated, with observations covering diverse teaching formats.
Emphasis was placed on ensuring a developmental, non-evaluative approach.

Main Results:

Faculty perceived PoT as relevant and beneficial to their teaching practice.
Teachers valued the feedback, viewing PoT as an opportunity for insight and reflection.
PoT was considered non-threatening, enhancing teaching quality and professional development.

Conclusions:

Peer observation of teaching effectively improves course content and delivery.
PoT supports and encourages medical teachers, reinforcing effective teaching strategies.
The process is critical for overall faculty development in medical education.