Author: Thampy H and Kersey N Publication Year: 2015
Summary: 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.
Description: 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.
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