Peer-supported faculty development and workplace teaching: an integrative review

Area of Science:

• Medical Education
• Faculty Development
• Workplace Learning

Background:

• Peer support is an underutilized faculty development technique in medical education.
• Workplace learning offers significant benefits for clinical teachers.
• This review addresses the need for understanding peer support strategies in healthcare settings.

Purpose of the Study:

• To identify and assess existing peer support initiatives for clinical teachers.
• To synthesize key challenges and benefits of peer support strategies.
• To explore theoretical and empirical literature on peer support in health care workplaces.

Main Methods:

• An integrative literature review was conducted from 2004-2017.
• Searches included eight international electronic databases and manual searches.
• An iterative, constant comparative method mapped key concepts, elements, and models.

Main Results:

• 34 studies met inclusion criteria, predominantly from the USA and medical fields.
• Collaborative models, voluntary participation, and peer observation were common strategies.
• Benefits included improved teaching practices, though logistical challenges were noted.

Conclusions:

• Workplace-based peer support is an acceptable and effective faculty development strategy.
• A sociocultural model emphasizing context and collaboration is recommended.
• Future research should explore faculty development within the healthcare workplace context.