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Bolander Laksov K, Knez R, Steingrimsson S, El Alaoui S, Sörman K. Beyond theoretical courses - A study of Swedish psychiatric residents' collegial learning through conversations in the workplace. Nord J Psychiatry 2024; 78:440-447. [PMID: 38669224 DOI: 10.1080/08039488.2024.2340665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Accepted: 03/28/2024] [Indexed: 04/28/2024]
Abstract
BACKGROUND Collegial conversations are important for sustainable learning to last beyond a course. Research on collegial conversations and peer learning in the workplace during psychiatric residency courses remains sparse, however. In this study, the aim was to explore residents' opportunities for collegial conversations during and after national courses in psychiatry. METHODS Residents in psychiatry completed an online survey including questions on opportunities for collegial conversations in their workplaces. Logistic regression was used for multivariate analysis and thematic content analysis was used for the open-ended answers where a theoretical framework of communities of practice was employed for the interpretation of the findings. RESULTS The survey was completed by 112 residents out of 725 (15,4%). The participants reported few structured forums for collegial discussion. The results of multivariate analysis suggest that more women than men feel it is advantageous to attend courses with others from the same workplace or from the same group of residents, described here as a team. The analysis of qualitative data identified how opportunities for collegial conversations differ across contexts and the type of values that are attached to team participation in residency courses. CONCLUSIONS This study highlights the importance of collegial conversations as a way to sustain the learning from residency courses into the workplace. By learning about residents' perceptions of collegial conversations during and after courses, teachers and directors may be more able to support residents' lifelong learning and professional development.
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Affiliation(s)
- Klara Bolander Laksov
- Department of Education, Stockholm University, Stockholm, Sweden
- Centre for Engineering Education, Lund University, Lund, Sweden
| | - Rajna Knez
- The School of Health Sciences, University of Skövde, Skövde, Sweden
- Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Steinn Steingrimsson
- Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Department of Psychiatry, Sahlgrenska University Hospital, Region Västra Götaland, Gothenburg, Sweden
| | - Samir El Alaoui
- Centre for Psychiatry Research, Department of Clinical Neuroscience, & Stockholm Health Care Services, Region Stockholm, Karolinska Institution, Stockholm, Sweden
| | - Karolina Sörman
- Centre for Psychiatry Research, Department of Clinical Neuroscience, & Stockholm Health Care Services, Region Stockholm, Karolinska Institution, Stockholm, Sweden
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Cohen ME, Linganna A, Kim J, Orr AR. A novel hospitalist peer observation program to improve educational and operational rounding practices. J Hosp Med 2024; 19:200-203. [PMID: 38268431 DOI: 10.1002/jhm.13285] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/03/2023] [Revised: 01/03/2024] [Accepted: 01/09/2024] [Indexed: 01/26/2024]
Abstract
Academic hospitalists must balance trainee education with operational demands to round efficiently and optimize hospital throughput. Peer observation has been shown to support educator development, however, few hospitalists have formal training to optimize both skill sets. We sought to extend and adapt peer observation programs to equally focus on education and operations-based outcomes. During the 2-year study period, 76 of 98 (78%) eligible faculty participated in a structured, real-time peer observation program. Immediately after observing a peer, 42% of respondents planned to adopt an operations-related rounding behavior. Following program completion, 77% of respondents endorsed the implementation of a new rounding behavior learned from a peer, with a third of these behaviors related to clinical operations. Ninety-five percent of respondents endorsed at least a moderate degree of program satisfaction. High levels of engagement and sustained behavior change following program participation suggest clinical operations are an important addition to peer observation programs and faculty development initiatives.
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Affiliation(s)
- Margot E Cohen
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Ashok Linganna
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Joyce Kim
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Andrew R Orr
- Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
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Nixon LJ, Gladding SP. Peer observation to promote a culture of teaching and learning. J Hosp Med 2024; 19:235-238. [PMID: 37517079 DOI: 10.1002/jhm.13173] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/18/2023] [Revised: 07/07/2023] [Accepted: 07/12/2023] [Indexed: 08/01/2023]
Affiliation(s)
- Lester James Nixon
- Department of Medicine, University of Minnesota Medical School, Minneapolis, Minnesota, USA
| | - Sophia P Gladding
- Department of Medicine, University of Minnesota Medical School, Minneapolis, Minnesota, USA
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Kitto S, Danilovich N, Rowland P, Leslie K, Hendry P, Hodgson A, Fantaye A, Lochnan H. Teaching Observation as a Faculty Development Tool in Medical Education: A Scoping Review. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023:00005141-990000000-00090. [PMID: 37466351 DOI: 10.1097/ceh.0000000000000523] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/20/2023]
Abstract
INTRODUCTION Health professions education often includes teaching observation to inform faculty development (FD) and indirectly improve student performance. Although these FD approaches are well received by faculty, they remain underused and/or underreported, with limited opportunities to receive feedback in workplace contexts. The goal of our study was to map the depth and breadth of education literature on the use of observation of teaching as a tool of professional development in medical education. METHODS Following the methodology by Arksey and O'Malley, we conducted a scoping review and searched four databases for articles published in English (final searches in April 2022). RESULTS Of 2080 articles identified, 45 met the inclusion criteria. All observation activities were associated with one of the following FD approaches: peer observation of teaching (23 articles, 51%), peer coaching (12, 27%), peer review (9, 20%), and the critical friends approach (1, 2%). Thirty-three articles (73%) concerned formative versions of the observation model that took place in clinical settings (21, 47%), and they tended to be a voluntary (27, 60%), one-off (18, 40%), in-person intervention (29, 65%), characterized by limited institutional support (13, 29%). Both barriers and challenges of teaching observation were identified. DISCUSSION This review identified several challenges and shortcomings associated with teaching observation, such as inadequate methodological quality of research articles, inconsistent terminology, and limited understanding of the factors that promote long-term sustainability within FD programs. Practical strategies to consider when designing an FD program that incorporates teaching observation are outlined.
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Affiliation(s)
- Simon Kitto
- Dr. Kitto: Director of Research, Office of Continuing Professional Development and Professor, Department of Innovation in Medical Education, University of Ottawa, Ottawa, Ontario, Canada, and Professor of Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore. Dr. Danilovich: Research Associate, Office of Continuing Professional Development, University of Ottawa, Ottawa, Ontario, Canada. Dr. Rowland: Scientist, Post MD and Wilson Centre, University of Toronto, Strategic Advisor, Centre for Interprofessional Education, University of Toronto, and Assistant Professor, Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, Ontario, Canada. Dr. Leslie: Professor of Paediatrics, University of Toronto, Staff Pediatrician, Division of Adolescent Medicine, The Hospital for Sick Children, Toronto, Ontario, Canada. Dr. Hendry: Vice-Dean of Continuing Professional Development and Professor of Surgery, Faculty of Medicine, University of Ottawa, and Cardiac Surgeon, University of Ottawa Heart Institute, Ottawa, Ontario, Canada. Ms. Hodgson: Health Sciences Librarian, University of Ottawa, Ottawa, Ontario, Canada. Mr. Fantaye: Research Associate, Office of Continuing Professional Development, University of Ottawa, Ottawa, Ontario, Canada. Dr. Lochnan: Assistant Dean, Office of Continuing Professional Development, Faculty of Medicine, University of Ottawa, Head, Division of Endocrinology and Metabolism, Professor, Department of Medicine, The Ottawa Hospital, Ottawa, Ontario, Canada
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Marcus CH, Michelson CD, Luff D, Newman LR. Participation in a Resident-as-Teacher Rotation: Motivations of and Impacts on Faculty Coaches. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:1832-1840. [PMID: 35703138 DOI: 10.1097/acm.0000000000004778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Coaching in medical education is increasingly used for trainee development for a variety of skills, including improving trainee teaching skills through resident-as-teacher programs. Faculty who serve as coaches commit significant effort to the coaching role, often without protected time or support. Little is known about faculty motivations to participate in coaching programs or how the coaching experience affects the faculty. This study explored faculty coaches' motivations to participate as coaches in a resident-as-teacher rotation and the impacts they experienced as a result of their participation. METHOD In this qualitative study, authors conducted 14 semistructured interviews in 2019 with faculty coaches from a single resident-as-teacher program in Boston, Massachusetts. Authors analyzed the transcripts using thematic analysis to develop a conceptual framework. RESULTS Faculty coaches' motivations for initial participation included a sense of honor; a sense of duty; perception of competence; interest in promoting medical education; and desire for increased connectedness. These motivations all related to a larger theme of educator identity. Coaches identified 3 main impacts from participation: improvement in their own teaching, personal satisfaction from helping others and seeing improvement in their learners, and increased connectedness. These impacts affirmed the coaches' educator identity and led to ongoing motivation to participate. They also contributed to the coaches' well-being at work. CONCLUSIONS Faculty were initially motivated to participate as coaches in a resident-as-teacher rotation based on their identity as educators. The benefits achieved-improvement in own teaching, personal satisfaction, and increased connectedness-affirmed their educator identity and led to ongoing participation and increased well-being at work. These motivations and impacts are important to consider as future programs are developed and coaches are recruited for programs across undergraduate, graduate, and continuing medical education settings.
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Affiliation(s)
- Carolyn H Marcus
- C.H. Marcus is an instructor, Division of General Pediatrics, Department of Pediatrics, Boston Children's Hospital and Harvard Medical School, Boston, Massachusetts
| | - Catherine D Michelson
- C.D. Michelson is assistant professor, Department of Pediatrics, Boston Medical Center and Boston University School of Medicine, Boston, Massachusetts
| | - Donna Luff
- D. Luff is assistant professor, Department of Anesthesiology, Critical Care and Pain Medicine, Boston Children's Hospital and Harvard Medical School, Boston, Massachusetts
| | - Lori R Newman
- L.R. Newman is assistant professor, Department of Pediatrics and Department of Education, Boston Children's Hospital and Harvard Medical School, Boston, Massachusetts
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Ijaz H, Stull M, McDonough E, Paulsen R, Hill J. A behaviorally anchored assessment tool for bedside teaching in the emergency department. AEM EDUCATION AND TRAINING 2022; 6:e10789. [PMID: 35979341 PMCID: PMC9366581 DOI: 10.1002/aet2.10789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Revised: 07/05/2022] [Accepted: 07/08/2022] [Indexed: 06/15/2023]
Abstract
Evaluating a resident's development as a bedside educator in the emergency department (ED) is challenging. Teaching consults, where trainees are observed and assessed in their teaching skills, have been used to improve bedside teaching. Within emergency medicine, there are a few assessment tools to evaluate a clinician's bedside teaching, with the majority focusing on faculty. A user-friendly assessment tool adapted to the ED that emphasizes behaviorally anchored, milestone-based evaluations for residents has yet to be developed. We sought to develop such an assessment tool for evaluating residents' bedside teaching in the ED. Using a nominal-group consensus-building technique, we derived the bedside teaching assessment tool. The consensus-building panel was composed of clinician-educators with extensive experience in resident education. The teaching consult process consisted of the consultant, a faculty member with a focus in medical education, directly observing a resident's bedside teaching throughout their shift while filling out the evaluation form based on observed behaviors. A total of 35 consults were provided to 30 individual residents. The mean (±SD) scores for the 35 consults for the learning climate, content teaching, supervision, feedback and evaluation, and self-assessment were 3.84 (±0.75), 3.56 (±0.58), 3.70 (±0.60), 3.64 (±0.77), and 3.92 (±0.45), respectively. The median scores for the above domains were 4, 3.5, 4, 3.5, and 4, respectively. The tool has acceptable internal consistency with a Cronbach's alpha of 0.723 (95% CI 0.469-0.839). Eleven of 13 (85%) residents who provided feedback agreed or strongly agreed that the quantitative feedback provided by the assessment tool was useful. Twelve of 13 (92%) residents found the consultation process to be unobtrusive to their clinical performance. In conclusion, this novel behaviorally anchored assessment tool for bedside teaching can serve as a useful adjunct to a teaching consult and provide useful feedback for the development of residents' bedside teaching skills.
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Affiliation(s)
- Hamza Ijaz
- University of CincinnatiCincinnatiOhioUSA
| | - Matthew Stull
- University Hospitals Cleveland Medical CenterClevelandOhioUSA
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Shaines M, Cassese T. Peer Observation of Teaching Program for the Busy Hospitalist. Cureus 2022; 14:e26512. [PMID: 35923497 PMCID: PMC9342666 DOI: 10.7759/cureus.26512] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/01/2022] [Indexed: 11/05/2022] Open
Abstract
Background: Peer observation of teaching (POT) is a well-documented faculty development tool, but published research focuses mostly on programs in which participating physicians had protected time in their schedule in which to complete observations. Most programs nationally depend on hospitalists who have minimal, if any, protected time in their schedule and thus in order to complete these observations, will need to figure out a way to schedule these into their regular working day. Objective: We determined whether a POT program, focused on hospitalists with minimal non-clinical time, scheduled around clinical responsibilities, could be feasible and acceptable. Methods: Seven hospitalists participated in a POT pilot program from January 2019 to June 2019. Each hospitalist completed three 30-minute observations during this interval. At the completion of the pilot, the hospitalists were surveyed on their experience and results were assessed via open-ended narrative questions, which underwent thematic analysis. Results: Twenty of the 21 scheduled observations (95%) were completed. Of the completed observations, 100% were completed while the observer was assigned to concomitant clinical duties. The survey response rate was 100%. From free-text responses, the following themes emerged: (1) Acceptable time commitment with minor inconvenience, (2) learning through observing and reflecting for personal growth, and (3) stress-free peer observations. Conclusions: This study demonstrates the successful development and implementation of a POT program that served as a faculty development initiative focused primarily on hospitalists with minimal protected time.
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Rassos J, Ginsburg S, Stalmeijer RE, Melvin LJ. The Senior Medical Resident's New Role in Assessment in Internal Medicine. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:711-717. [PMID: 34879012 DOI: 10.1097/acm.0000000000004552] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
PURPOSE With the introduction of competency-based medical education, senior residents have taken on a new, formalized role of completing assessments of their junior colleagues. However, no prior studies have explored the role of near-peer assessment within the context of entrustable professional activities (EPAs) and competency-based medical education. This study explored internal medicine residents' perceptions of near-peer feedback and assessment in the context of EPAs. METHOD Semistructured interviews were conducted from September 2019 to March 2020 with 16 internal medicine residents (8 first-year residents and 8 second- and third-year residents) at the University of Toronto, Toronto, Ontario, Canada. Interviews were conducted and coded iteratively within a constructivist grounded theory approach until sufficiency was reached. RESULTS Senior residents noted a tension in their dual roles of coach and assessor when completing EPAs. Senior residents managed the relationship with junior residents to not upset the learner and potentially harm the team dynamic, leading to the documentation of often inflated EPA ratings. Junior residents found senior residents to be credible providers of feedback; however, they were reticent to find senior residents credible as assessors. CONCLUSIONS Although EPAs have formalized moments of feedback, senior residents struggled to include constructive feedback comments, all while knowing the assessment decisions may inform the overall summative decision of their peers. As a result, EPA ratings were often inflated. The utility of having senior residents serve as assessors needs to be reexamined because there is concern that this new role has taken away the benefits of having a senior resident act solely as a coach.
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Affiliation(s)
- James Rassos
- J. Rassos is assistant professor, Department of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Shiphra Ginsburg
- S. Ginsburg is professor, Department of Medicine, and scientist, Wilson Centre for Education, University of Toronto, Toronto, Ontario, Canada
| | - Renée E Stalmeijer
- R.E. Stalmeijer is assistant professor, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
| | - Lindsay J Melvin
- L.J. Melvin is assistant professor, Department of Medicine, University of Toronto, Toronto, Ontario, Canada
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Hassel DM, Fahie M, Löhr CV, Halsey RL, Vernau W, Gorman E. Inter-Institutional Collaboration for the Development of a Local Peer Observation Process to Enhance Teaching. JOURNAL OF VETERINARY MEDICAL EDUCATION 2020; 47:555-569. [PMID: 33231520 DOI: 10.3138/jvme-2019-0093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Local peer observation of teaching is considered an important mechanism for instructors to improve the quality and effectiveness of their teaching, but there is an absence of uniformity to establish a best practice for this process in veterinary curricula. The Regional Teaching Academy (RTA) of the Consortium of Western Colleges of Veterinary Medicine is comprised of educational advocates from five western veterinary colleges with a common goal of enhancing the quality and effectiveness of education in veterinary medical curricula. Members of the RTA recognized this deficit in best practices for local peer observation (LPO) and formed a working group called "Local Peer Observation of Teaching." The goal was to meet a critical need for the enhancement of individual teaching skills by using a scholarly approach to develop robust methods for peer observation of teaching. Two rubric-based instruments were developed: one for large-group/didactic settings, and the second for small-group/clinical settings. Each is accompanied by pre- and post-observation worksheets which are considered instrumental to success. Results of a qualitative survey of instrument users' experiences are shared. Both observers and observees view the experiential learning from faculty peer colleagues very positively and the meaningful feedback is appreciated and incorporated by observees. Suggestions for implementation of the peer observation process are discussed, considering strengths and challenges. The purpose of this article is to describe in depth, the development process and output of the efforts of the Local Peer Observation of Teaching working group as a potential best practice guideline for peer observation.
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Pedram K, Brooks MN, Marcelo C, Kurbanova N, Paletta-Hobbs L, Garber AM, Wong A, Qayyum R. Peer Observations: Enhancing Bedside Clinical Teaching Behaviors. Cureus 2020; 12:e7076. [PMID: 32226677 PMCID: PMC7093940 DOI: 10.7759/cureus.7076] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Background Medical training relies on direct observations and formative feedback. After residency graduation, opportunities to receive feedback on clinical teaching diminish. Although feedback through learner evaluations is common, these evaluations can be untimely, non-specific, and potentially biased. On the other hand, peer feedback in a small group setting or lecture format has been shown to be beneficial to teaching behaviors, however, little is known if peer observation using a standardized tool followed by feedback results in improved teaching behaviors. Therefore, the objective of this study was to examine if feedback after peer observation results in improved inpatient teaching behaviors. Methods This study was conducted at a tertiary care hospital. Academic hospitalists in the Division of Hospital Medicine developed a standardized 28-item peer observation tool based on the Stanford Faculty Development Program to observe their peers during bedside teaching rounds and provide timely feedback after observation. The tool focused on five teaching domains (learning climate, control of session, promotion of understanding and retention, evaluation, and feedback) relevant to the inpatient teaching environment. Teaching hospitalists were observed at the beginning of a two-week teaching rotation, given feedback, and then observed at the end of the rotation. Furthermore, we utilized a post-observation survey to assess the teaching and observing hospitalists’ comfort with observation and the usefulness of the feedback. We used mixed linear models with crossed design to account for correlations between the observations. Models were adjusted for gender, age, and years of experience. We tested the internal validity of the instrument with Cronbach’s alpha. Results Seventy (range: one to four observations per faculty) observations were performed involving 27 teaching attendings. A high proportion of teachers were comfortable with the observation (79%) and found the feedback helpful (92%), and useful for their own teaching (88%). Mean scores in teaching behavior domains ranged from 2.1 to 2.7. In unadjusted and adjusted analysis, each teaching observation was followed by higher scores in learning climate (adjusted improvement = 0.09; 95% CI = 0.02-0.15; p = 0.007) and promotion of understanding and retention (adjusted improvement = 0.09; 95% CI = 0.02-0.17; p = 0.01). The standardized observation tool had Cronbach’s alpha of 0.81 showing high internal validity. Conclusions Peer observation of bedside teaching followed by feedback using a standardized tool is feasible and results in measured improvements in desirable teaching behaviors. The success of this approach resulted in the expansion of peer observation to other Divisions within the Department of Internal Medicine at our Institution.
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Affiliation(s)
- Kimberly Pedram
- Internal Medicine, Division of Hospital Medicine, Virginia Commonwealth University School of Medicine, Richmond, USA
| | - Michelle N Brooks
- Internal Medicine, Division of Hospital Medicine, Virginia Commonwealth University School of Medicine, Richmond, USA
| | - Carolyn Marcelo
- Internal Medicine, Division of Hospital Medicine, Virginia Commonwealth University School of Medicine, Richmond, USA
| | - Nargiza Kurbanova
- Internal Medicine, Division of Hospital Medicine, Virginia Commonwealth University School of Medicine, Richmond, USA
| | - Laura Paletta-Hobbs
- Internal Medicine, Division of Hospital Medicine, Virginia Commonwealth University School of Medicine, Richmond, USA
| | - Adam M Garber
- Internal Medicine, Division of Hospital Medicine, Virginia Commonwealth University School of Medicine, Richmond, USA
| | - Alice Wong
- Internal Medicine, Division of Hospital Medicine, Virginia Commonwealth University School of Medicine, Richmond, USA
| | - Rehan Qayyum
- Internal Medicine, Virginia Commonwealth University School of Medicine, Richmond, USA
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Bell AE, Meyer HS, Maggio LA. Getting Better Together: A Website Review of Peer Coaching Initiatives for Medical Educators. TEACHING AND LEARNING IN MEDICINE 2020; 32:53-60. [PMID: 31169037 DOI: 10.1080/10401334.2019.1614448] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Phenomenon: Peer coaching is a form of faculty development in which medical educators collegially work together to improve their teaching. Benefits include use of evidence-based teaching practices, promotion of collegial discussions, and reflection within the workplace teaching context. Some faculty developers have expertise in designing and offering peer coaching initiatives for medical educators. However, because of a paucity of reporting on these initiatives in the literature, this specialized knowledge is not readily accessible to the health professions education community. This gap hinders practice advancement and creates barriers for new initiative implementation. Approach: The authors conducted a website review to identify, examine, and conceptually map characteristics of peer coaching initiatives at Association of American Medical Colleges-accredited medical schools. Forty-five initiatives were included that maintained publicly accessible websites, performed direct observation of teaching with feedback, and had a stated purpose of improving teaching. Data collection included details related to initiative purpose, structure, participation, observation of teaching, feedback, and support of learning. Findings: Most initiatives were voluntary and provided formative feedback with the sole purpose of improving teaching. Nearly all used a three-phase process with a preobservation meeting for goal setting, direct observation of teaching, and a postobservation meeting with feedback. Many initiatives required peer coach training and expertise. Reflection, collaboration, confidentiality, and use of an observation instrument were frequently mentioned. Insights: This website review provides faculty developers with a knowledge synthesis of how present-day peer coaching initiatives are structured and enacted-laying a foundation to collaborate, build best practices, and identify areas for future research. These findings enable faculty developers to learn from and build upon others' examples. Future research should explore whether there is an ideal coaching model and location for peer coaching within the higher level organization. In addition, researchers should seek to build consensus on initiative characteristics that enhance participation and foster teaching effectiveness.
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Affiliation(s)
- Adriane E Bell
- Department of Medicine, Division of Health Professions Education, Uniformed Services University of Health Sciences, Bethesda, Maryland, USA
| | - Holly S Meyer
- Department of Medicine, Division of Health Professions Education, Uniformed Services University of Health Sciences, Bethesda, Maryland, USA
| | - Lauren A Maggio
- Department of Medicine, Division of Health Professions Education, Uniformed Services University of Health Sciences, Bethesda, Maryland, USA
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Newman LR, Roberts DH, Frankl SE. Twelve tips for providing feedback to peers about their teaching. MEDICAL TEACHER 2019; 41:1118-1123. [PMID: 30475655 DOI: 10.1080/0142159x.2018.1521953] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
When healthcare professionals provide feedback to peers after a teaching observation, there are benefits for both parties. In this article, we outline strategies to use before, during, and after teaching observations to engage in mutually-beneficial conversations that highlight best practices, identify solutions for teaching dilemmas, and initiate teaching relationships. We discuss the importance of choosing words wisely; giving feedback about teaching skills, not the teacher as a person; recognizing how colleagues view their teaching identities; and ensuring peers are emotionally ready for a post-observation conversation. We also explain how to use pronouns, questions, and active listening during feedback conversations. Finally, we explore the impact of biases on observations, how to establish peer observer credibility, and how to make the teaching observation process and feedback discussion valuable experiences for both parties so that it leads to long-lasting partnerships in the quest to improve educational quality.
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Affiliation(s)
- Lori R Newman
- Department of Medical Education, Boston Children's Hospital, Harvard Medical School , Boston , MA , USA
| | - David H Roberts
- Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School , Boston , MA , USA
| | - Susan E Frankl
- Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School , Boston , MA , USA
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Callese T, Strowd R, Navarro B, Rosenberg I, Waasdorp Hurtado C, Tai J, Riddle JM, Cianciolo AT. Conversation Starter: Advancing the Theory of Peer-Assisted Learning. TEACHING AND LEARNING IN MEDICINE 2019; 31:7-16. [PMID: 30663897 DOI: 10.1080/10401334.2018.1550855] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
This Conversation Starter article uses four selected abstracts, one each from the four regional Association of American Medical Colleges (AAMC) Group on Educational Affairs (CGEA) 2018 spring meetings, as a springboard for unpacking the definition of peer-assisted learning (PAL). The aim of this article is to prompt deeper reflection on this phenomenon and, in so doing, to foster scholarly program evaluation of this widely adopted instructional approach. This analysis calls for a more nuanced definition of PAL, one that emphasizes process over structure, one that stimulates examination of "doing" PAL and how this affects the personal and professional development of all involved.
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Affiliation(s)
- Tyler Callese
- a Wake Forest School of Medicine , Winston-Salem , North Carolina , USA
| | - Roy Strowd
- b Neurology and Oncology , Wake Forest School of Medicine , Winston-Salem , North Carolina , USA
| | | | - Ilene Rosenberg
- d Department of Medical Sciences , Frank H. Netter MD School of Medicine at Quinnipiac University , Hamden , Connecticut , USA
| | | | - Joanna Tai
- f Centre for Research in Assessment and Digital Learning , Deakin University , Geelong , Victoria , Australia
| | - Janet M Riddle
- g Department of Medical Education , University of Illinois at Chicago College of Medicine , Chicago , Illinois , USA
| | - Anna T Cianciolo
- h Department of Medical Education , Southern Illinois University School of Medicine , Springfield , Illinois , USA
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