A Faculty Growth Perspective on Peer Review of Teaching: An Institution-Wide, Customizable Approach to Peer Review.

Autor: Longtin K; Indiana University School of Medicine, Indianapolis, IN, USA. klongtin@iu.edu.; Indiana University Indianapolis, Indianapolis, IN, USA. klongtin@iu.edu., Hobson T; Indiana University School of Medicine, Indianapolis, IN, USA., Holley M; Indiana University School of Medicine, Indianapolis, IN, USA., Van Note Chism N; Indiana University Indianapolis, Indianapolis, IN, USA., Dankoski ME; Indiana University School of Medicine, Indianapolis, IN, USA., Palmer MM; Indiana University School of Medicine, Indianapolis, IN, USA.; Indiana University Indianapolis, Indianapolis, IN, USA.; Indiana University, School of Education, Bloomington, IN, USA.
Jazyk: angličtina
Zdroj: Journal of clinical psychology in medical settings [J Clin Psychol Med Settings] 2024 Dec; Vol. 31 (4), pp. 750-760. Date of Electronic Publication: 2024 Sep 21.
DOI: 10.1007/s10880-024-10043-3
Abstrakt: As academic medical centers have moved away from using learner ratings of instruction as a demonstration of quality teaching in the promotion process, Indiana University School of Medicine sought to create a peer review of teaching system. We created our system in 2010 and have engaged in continuous quality improvement since. In these efforts, we sought to answer the question, "How can we create a system of peer review of teaching that provides high-quality feedback to faculty and encourages autonomy and growth?" Our peer review of teaching system includes a website, with a brief introduction to the concept of peer review, as well as a series of customizable forms that allows faculty and peer reviewers to choose items for observation and feedback based on teaching setting. This system, called the Peer Review Form Builder (PRFB), combines interactive technology with evidence-based faculty development and is innovative in structure and scope. On the macro level, departments and programs have seen success with the tool by engendering conversations on the values and effectiveness of teaching and education efforts. This systematic, tailored system of peer review of teaching has advanced the stature, quality, and innovation within all aspects of teaching throughout the institution. Further, we have incorporated these values into promotion and tenure documents, by encouraging consistent, systematic peer review as a primary source of evidence to demonstrate teaching effectiveness.
Competing Interests: Declarations Conflict of interest Krista Longtin, Tara Hobson, Matthew Holley, Nancy Van Note Chism, Mary E. Dankoski, Megan M. Palmer have not disclosed any competing interests. Informed Consent Informed consent was obtained from all individual participants included in the study. Ethical Approval No ethics approval is required, as data collected here were for program evaluation and quotations were solicited for the purpose of this descriptive manuscript. Indiana University’s IRB review policy is available: https://research.iu.edu/compliance/human-subjects/review-levels/index.html Human and Animal Rights The authors affirm that all research involving human participants adhered to the ethical standards outlined in the Declaration of Helsinki, as revised. No animals were involved in this research.
(© 2024. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)
Databáze: MEDLINE
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