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Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program

Irène Garcia1, Richard W James2, Paul Bischof3

  • 1a Department of Pathology and Immunology , University of Geneva Faculty of Medicine , Geneva , Switzerland.

Teaching and Learning in Medicine
|June 21, 2017
PubMed
Summary
This summary is machine-generated.

Self-observation and peer feedback effectively enhance medical tutors' problem-based learning (PBL) facilitation skills. Peer feedback is crucial for implementing changes, while self-reflection increases awareness of teaching strategies.

Keywords:
Peer coachingfaculty developmentpeer feedbackproblem-based learningreflectiontutors

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Area of Science:

  • Medical education
  • Faculty development
  • Problem-based learning (PBL)

Background:

  • The preclinical medical curriculum at the University of Geneva heavily relies on PBL.
  • A faculty development program was created for voluntary PBL tutors.

Purpose of the Study:

  • To design and evaluate a faculty development approach for PBL tutors.
  • The approach combined self-reflection and peer feedback to improve teaching.
  • To assess the feasibility, acceptability, and effectiveness of this faculty development method.

Main Methods:

  • Developed an observation instrument for PBL facilitation.
  • Video-recorded 20 PBL sessions.
  • Tutors used the instrument for self-observation and reflection.
  • Peers observed and provided feedback using the instrument.

Main Results:

  • Self-observation and peer feedback enhanced tutors' facilitation skills.
  • Self-reflection increased awareness of effective teaching strategies.
  • Peer feedback provided specific strategies for improving facilitation.

Conclusions:

  • Peer coaching is a feasible and useful method for improving PBL tutors' skills.
  • Program evaluation identified tutor needs and difficulties, informing advanced workshops.
  • Logistical challenges, time constraints, and cultural acceptance of peer coaching require attention.