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Peer review: a tool to enhance clinical teaching
Maryellen Gusic1, Heather Hageman, Elisa Zenni
1Indiana University School of Medicine, Indianapolis, Indiana, USAWashington University School of Medicine in St Louis, Missouri, USAUniversity of Florida College of Medicine-Jacksonville, Florida, USA.
The Clinical Teacher
|September 11, 2013
Summary
Peer review of clinical teaching is valued by faculty, enhancing their skills and motivation. This process affirms good practices and inspires further development in academic health centers.
Area of Science:
- Medical Education
- Faculty Development
- Clinical Pedagogy
Background:
- Academic health centers require effective teaching evaluation systems.
- Peer review offers a method to assess and improve clinical teaching.
- Faculty perceptions of peer review are crucial for its successful implementation.
Purpose of the Study:
- To determine clinical faculty perceptions of participating in peer review.
- To understand the impact of peer review on teaching practices.
Main Methods:
- Faculty were observed teaching in clinical settings by peer observers.
- Feedback included checklists and descriptive comments.
- Semi-structured interviews analyzed via grounded theory assessed faculty perceptions.
Main Results:
- Faculty found peer review valuable, receiving affirming feedback and focusing more on teaching.
- Participants were motivated to enhance teaching through deliberate, interactive, and learner-centered approaches.
- Faculty expressed inspiration to seek further opportunities for teaching skill improvement.
Conclusions:
- Peer review fosters open discussion and idea exchange in clinical settings.
- The process effectively advances clinical teaching skills.
- High-quality teaching behaviors are strengthened through peer review participation.
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