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Follow-up assessment of a faculty peer observation and evaluation program
Margarita DiVall1, Judith Barr, Michael Gonyeau
1Northeastern University School of Pharmacy, Boston, MA 02115, USA. m.divall@neu.edu
American Journal of Pharmaceutical Education
|May 22, 2012
Summary
Faculty peer observation and evaluation programs show sustained positive faculty attitudes and high adherence to procedures. Peer feedback provides valuable teaching improvement suggestions, outweighing participation effort.
Area of Science:
- Medical Education
- Faculty Development
- Peer Review
Background:
- Peer observation and evaluation programs are crucial for faculty development.
- Assessing the long-term impact of such programs is essential for understanding their effectiveness.
Purpose of the Study:
- To evaluate a peer observation and evaluation program 2 years after its initial implementation.
- To assess faculty attitudes, adherence, and perceived impact on teaching.
Main Methods:
- Pre-implementation and 2-year post-implementation surveys were used.
- Surveys assessed faculty needs, attitudes, adherence to policies, feedback received, and impact on teaching.
Main Results:
- Faculty attitudes towards peer evaluation remained stable or improved.
- High adherence was observed for initial program steps (100%, 100%, 94%), but final discussion completion was lower (47%).
- Faculty reported receiving balanced feedback and concrete suggestions for improvement, with 89% finding benefits outweighed the effort.
Conclusions:
- Faculty demonstrated adherence to peer observation and evaluation policies.
- Peer feedback was perceived as beneficial for enhancing teaching practices.
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