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Peer observation and feedback of resident teaching
Laura Snydman1, Daniel Chandler, Joseph Rencic
1Department of Internal Medicine, Tufts Medical Center, Boston, Massachusetts 02111, USA. lsnydman@tuftsmedicalcenter.org
The Clinical Teacher
|January 9, 2013
Summary
Peer observation of resident doctors during work rounds is feasible and enhances teaching skills. Residents reported increased comfort in observing, giving, and receiving feedback, leading to improved teaching behaviors.
Area of Science:
- Medical Education
- Resident Training
- Clinical Teaching
Background:
- Resident doctors are crucial for medical student education.
- Morning work rounds are an ideal setting for evaluating resident teaching.
- Assessing resident teaching effectiveness is a key area in medical education.
Purpose of the Study:
- To determine the feasibility of peer observation for resident teaching during work rounds.
- To evaluate resident doctors' perceptions of peer observation.
- To assess resident doctors' views on receiving and giving peer feedback.
Main Methods:
- Internal medicine residents were observed by peers and attending physicians during work rounds.
- A survey was administered to residents at year-end to gather their attitudes.
- Data collected between August 2008 and May 2009.
Main Results:
- 87.5% of residents completed the survey.
- 52.4% reported increased interest in teaching after peer observation.
- Comfort levels significantly increased for being observed (71.4%), giving feedback (65.0%), and receiving feedback (95.2%).
Conclusions:
- Peer observation and feedback are feasible and beneficial for resident teaching.
- The study demonstrated significant improvements in resident comfort with observation and feedback.
- Residents perceived peer observation as a valuable tool for enhancing their own teaching skills.
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