Peer observation of student-led teaching

Area of Science:

• Medical Education
• Health Professions Education

Background:

• Near-peer teaching is increasingly adopted in medical schools globally.
• Peer observation of teaching (POT) is recognized for enhancing teaching quality, yet its application among student peer teachers is under-documented.

Purpose of the Study:

• To investigate medical student perceptions regarding the benefits and challenges of implementing peer observation of teaching (POT).

Main Methods:

• Ten medical students were trained as observers to assess 27 student-led teaching sessions.
• A mixed-methods approach involved pre- and post-observation meetings, surveys, and group interviews with both observers and observees.

Main Results:

• Observees reported increased confidence and value from feedback, appreciating observer relatability and expertise.
• Observers gained insights into effective teaching practices but experienced discomfort and credibility issues.
• The observer-student dynamic was complicated by hierarchy concerns and pre-existing friendships.

Conclusions:

• Peer observation of teaching (POT) offers mutual benefits for both observers and observees in medical training.
• Addressing observer credibility and comfort is crucial for effective POT implementation.
• Further research and curriculum integration are recommended to optimize POT for medical student teachers.