Supporting formative peer review of clinical teaching through a focus on process
| Autor: | Shannon Reidt, Claire Kolar, Kristin K. Janke, Anne Schullo-Feulner, Megan R. Undeberg, Jean Y. Moon, Gardner A. Lepp |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
020205 medical informatics
Reflective practice Pilot Projects 02 engineering and technology Pharmacy Experiential learning Formative assessment 03 medical and health sciences 0302 clinical medicine Surveys and Questionnaires ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering Humans Staff Development 030212 general & internal medicine General Pharmacology Toxicology and Pharmaceutics Medical education Process Assessment Health Care Professional development Faculty Pharmacy Scholarship Students Pharmacy Education Pharmacy Action plan Faculty development Psychology |
| Zdroj: | Currents in Pharmacy Teaching and Learning. 10:771-778 |
| ISSN: | 1877-1297 |
| Popis: | Background The professional need for development of clinical faculty is clear. Previous scholarship provides insight into the formative potential of peer review in both didactic and experiential settings. Less information exists on a comprehensive peer review process (PRP) designed to support faculty change. Educational activity and setting A clinical faculty PRP was developed and implemented based on input from the literature, stakeholders, and field experts. The process included: 1) self-reflective pre-work, 2) a peer-observation component, 3) self-reflective post-work, and 4) creation of a specific action plan via meeting with an educational expert. The process was assessed by collecting evaluative data from peer reviewer and clinical faculty participants. Findings Eight of 26 faculty members participated in a pilot of the PRP and formed four clinical faculty-peer dyads. When surveyed, all participants unanimously reported that they would participate in the PRP again. Aspects perceived among most helpful to clinical teaching included peer observation, self-reflection, and meeting with an educational expert. Challenges related to the process included anxiety of peer observation, burden of pre-work, and logistics of scheduling meetings. Discussion While instruments are important in guiding and documenting the evaluation of clinical teaching during an observation period, this initiative focused on the process supporting the observation and evaluation, in order to optimize the formative feedback received by participating faculty and encourage professional development actions. Summary A PRP that incorporates preparation, reflective practice, and a meeting with an educational expert may support meaningful faculty development in the area of clinical teaching. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full Text from ScienceDirect