How to become a better clinical teacher: A collaborative peer observation process

Kathleen Finn Massachusetts General Hospital, USA; KATHLEEN FINN, MD, is an Assistant Professor of Medicine at Harvard Medical School and the Associate Residency Program Director for Inpatient Medicine at the Massachusetts General Hospital. Her medical education interests include the discharge process, bedside teaching, and faculty development.

Victor Chiappa Massachusetts General Hospital, USA; VICTOR CHIAPPA, MD, is an Instructor in Medicine at Harvard Medical School and an inpatient Clinician Educator in the Department of Medicine at the Massachusetts General Hospital. His primary interests include medical education and mentoring students and residents.

Alberto Puig Massachusetts General Hospital, USA; ALBERTO PUIG, MD, PhD, is a Clinician Educator in the Department of Medicine at the Massachusetts General Hospital and an Assistant Professor of Medicine at Harvard Medical School. His education interests include curriculum development, the role of residents as teachers, and the study of bedside teaching techniques and styles.

Daniel P. Hunt Massachusetts General Hospital, USA; DANIEL P. HUNT, MD, is an Associate Professor of Medicine at Harvard Medical School and is the Director of the Inpatient Clinician Educator Service for the Department of Medicine at the Massachusetts General Hospital. He has educational interests in faculty development and bedside teaching.Correspondence[email protected]

Abstract

Background: Peer observation of teaching (PoT) is most commonly done as a way of evaluating educators in lecture or small group teaching. Teaching in the clinical environment is a complex and hectic endeavor that requires nimble and innovative teaching on a daily basis. Most junior faculty start their careers with little formal training in education and with limited opportunity to be observed or to observe more experienced faculty.

Aim: Formal PoT would potentially ameliorate these challenges.

Methods: This article describes a collaborative peer observation process that a group of 11 clinician educators is using as a longitudinal faculty development program.

Results: The process described in this article provides detailed and specific teaching feedback for the observed teaching attending while prompting the observing faculty to reflect on their own teaching style and to borrow effective teaching techniques from the observation.

Conclusion: This article provides detailed examples from written feedback obtained during collaborative peer observation to emphasize the richness of this combined experience.

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How to become a better clinical teacher: A collaborative peer observation process

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How to become a better clinical teacher: A collaborative peer observation process

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