Twelve tips for peer observation of teaching

Abstract

This paper outlines twelve tips for undertaking peer observation of teaching in medical education, using the peer review model and the experiences of the authors. An accurate understanding of teaching effectiveness is required by individuals, medical schools, and universities to evaluate the learning environment and to substantiate academic and institutional performance. Peer Observation of Teaching is one tool that provides rich, qualitative evidence for teachers, quite different from closed-ended student evaluations. When Peer Observation of Teaching is incorporated into university practice and culture, and is conducted in a mutually respectful and supportive way, it has the potential to facilitate reflective change and growth for teachers.

Additional information

Notes on contributors

Zarrin Seema Siddiqui

ZARRIN SEEMA SIDDIQUI, MBBS, MCPS (Psychiatry), MEd Studies, is a Lecturer in Assessment & Evaluation. She has previously been involved with faculty development activities in Pakistan and has been associated with College of Physicians & Surgeons Pakistan and Higher Education Commission Pakistan.The authors are all affiliated with the Education Centre, Faculty of Medicine, Dentistry & Health Science, at the University of Western Australia.

Diana Jonas-Dwyer

DIANA JONAS-DWYER, BAppSc (Hons), MSc, GradDip(IS), is a Senior Lecturer in Medical Education, is currently pursuing a PhD in Information Technology, and is actively involved in faculty development programmes. She was previously involved in the Foundations of Teaching and Learning Programme at the University of Western Australia.

Sandra E. Carr

SANDRA E. CARR, RN, RM, BSc, MPH, is a Senior Lecturer in Medical Education and Deputy Head of The Education Centre. She has worked as a curriculum developer and educational researcher since joining the Faculty Education Centre in 2002.