Peer Observation of Clinical Teaching A Guide (Published 2015)
Apr 06, 2016
Thampy H and Kersey N
This article reviews the literature on peer observation of teaching (POT). The paper describes the differing models and stages of POT schemes and explores common benefits and challenges that clinical educators should consider when designing and implementing POT.
Peer observation of teaching (POT), also called peer review of teaching, has been well established in the general higher education literature and is now gaining increasing prominence in medical education. It aims to provide supplementary information on teaching quality that triangulates evaluation gained from student feedback which has historically been the sole method of informing teaching effectiveness. This review explores the literature to describe the variety of POT schemes that have been created and describes the differing purposes of formative developmental quality enhancement models and more summative quality assurance models. It focuses on one model, a formative collaborative model of peer observation, and discusses the key steps involved at each stage of this process. Furthermore, the benefits and challenges to POT implementation are considered in relation to the unique challenges inherent in clinical teaching.
An interesting paper, that although doesn't provide much new information, does gather together important points and some very good references for anyone interested in developing this area.
I enjoyed this paper and I found it a really useful summary of the literature. The references that have been used and gathered were extremely helpful and much appreciated. It also indicates the multifaceted nature and intention of the peer review process.