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Medical Teacher Volume 33, 2011 - Issue 11
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Research Article

Peer group reflection helps clinical teachers to critically reflect on their teaching

Tobias B. B. BoerboomUtrecht University, The Netherlands; TOBIAS B. B. BOERBOOM, DVM, is a PhD student in Quality Improvement in Veterinary Education, Faculty of Veterinary Medicine, Utrecht University (FVMU), The Netherlands.Correspondence[email protected]
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Debbie JaarsmaUtrecht University, The Netherlands; DEBBIE JAARSMA, DVM, PhD, is an assistant professor in Quality Improvement in Veterinary Education at the FVMU, The Netherlands.
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Diana H. J. M. DolmansMaastricht University, The Netherlands; DIANA H. J. M. DOLMANS, PhD, is an associate professor in the Department of Educational Development and Research/School of Health Professions Education (SHE) at Maastricht University, The Netherlands.
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Albert J. J. A. ScherpbierMaastricht University, The Netherlands; ALBERT J. J. A. SCHERPBIER, MD, PhD, is a professor of Quality Improvement in Medical Education and scientific director of the Institute for Medical Education, Faculty of Health, Medicine, and Life Sciences at Maastricht University, The Netherlands.
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Nicole J. J. M. MastenbroekUtrecht University, The Netherlands; NICOLE J. J. M. MASTENBROEK, DVM, is a PhD student in Quality Improvement in Veterinary Education, Faculty of Veterinary Education at the FVMU, The Netherlands.
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Peter Van BeukelenUtrecht University, The Netherlands; PETER VAN BEUKELEN, DVM, PhD, is a professor in Quality Improvement in Veterinary Education at the FVMU, The Netherlands.
Pages e615-e623 | Published online: 24 Oct 2011

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Sophie Wurth, Hubert Maisonneuve, Mohamed Amir Moussa, Baptiste Campion, Nathalie Caire Fon, Claire Peltier & Marie-Claude Audétat. (2023) Development of complex pedagogical competencies and reflexivity in clinical teachers via distance learning: a mixed methods study. Medical Education Online 28:1.
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Brenton L. G. Button, Clare Cook & James Goertzen. (2023) Impact of a professional development session based on learner evaluations within a preceptor community of practice. Medical Teacher 45:7, pages 732-739.
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Teija Koskela, Päivi Granö & Brita Somerkoski. (2023) Student teachers’ experiences of practical training in a foreign culture. Reflective Practice 24:1, pages 71-84.
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Sepideh Jamshidian, Fariba Haghani, Nikoo Yamani & Mohammad Reza Sabri. (2019) Provision of feedback to medical teachers on their educational performance: perspectives of internal medicine teachers. Advances in Medical Education and Practice 10, pages 85-94.
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Marion van Lierop, Laury de Jonge, Job Metsemakers & Diana Dolmans. (2018) Peer group reflection on student ratings stimulates clinical teachers to generate plans to improve their teaching. Medical Teacher 40:3, pages 302-309.
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Kellee L Oller, Cuc T Mai, Robert J Ledford & Kevin E O’Brien. (2017) Faculty development for the evaluation system: a dual agenda. Advances in Medical Education and Practice 8, pages 205-210.
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Joost W. van den Berg, Nicole J. J. M. Mastenbroek, Renée A. Scheepers & A. Debbie C. Jaarsma. (2017) Work engagement in health professions education. Medical Teacher 39:11, pages 1110-1118.
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Irène Garcia, Richard W. James, Paul Bischof & Anne Baroffio. (2017) Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation. Teaching and Learning in Medicine 29:3, pages 313-325.
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Désirée A. Lie, Christopher P. Forest, Lynn Kysh & Lynne Sinclair. (2016) Interprofessional education and practice guide No. 5: Interprofessional teaching for prequalification students in clinical settings. Journal of Interprofessional Care 30:3, pages 324-330.
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Philip Song & Rosalyn Stewart. (2012) Reflective writing in medical education. Medical Teacher 34:11, pages 955-956.
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Tingting Yang & Ikseon Choi. (2022) Reflection as a social phenomenon: a conceptual framework toward group reflection research. Educational technology research and development 71:2, pages 237-265.
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Eric K. Kim, Patricia C. Conroy, Christopher L. Johnson, Yvonne Kelly, Patricia S. O'Sullivan, Hueylan Chern & Merisa L. Piper. (2022) Surgical Skills Coaches: Preparing for a peer-assisted learning model to train medical students in surgical skills. The American Journal of Surgery.
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Constantina Constantinou & Marjo Wijnen-Meijer. (2022) Student evaluations of teaching and the development of a comprehensive measure of teaching effectiveness for medical schools. BMC Medical Education 22:1.
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Elisa Bindels, Myra van den Goor, Albert Scherpbier, Kiki Lombarts & Sylvia Heeneman. (2021) Sharing Reflections on Multisource Feedback in a Peer Group Setting: Stimulating Physicians’ Professional Performance and Development. Academic Medicine 96:10, pages 1449-1456.
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Beshr Hajhamid & Eszter Somogyi‐Ganss. (2021) Improving effectiveness of dental students’ feedback and course evaluation. Journal of Dental Education 85:6, pages 794-801.
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Ju Sun Heo, Su Yeong Kim, Hye Won Park, Yong-Sung Choi, Chan-Wook Park, Geum Joon Cho, Ah Young Oh, Eun Kyung Jang, Han-Suk Kim, Ai-Rhan Ellen Kim & Sung Oh Hwang. (2021) 2020 Korean Guidelines for Cardiopulmonary Resuscitation. Part 8. Neonatal resuscitation. Clinical and Experimental Emergency Medicine 8:S, pages S96-S115.
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Brett Vaughan. (2020) Clinical educator self-efficacy, self-evaluation and its relationship with student evaluations of clinical teaching. BMC Medical Education 20:1.
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Kristy Carlson, Allison Ashford, Marwa Hegagi & Chad Vokoun. (2020) Peer Coaching as a Faculty Development Tool: A Mixed Methods Evaluation. Journal of Graduate Medical Education 12:2, pages 168-175.
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Flaminia Reale, Federica Segato, Daniela Tartaglini & Cristina Masella. (2019) Action Research as a Method to Find Solutions for the Burden of Caregiving at Hospital Discharge. Systemic Practice and Action Research 33:2, pages 167-185.
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Dinesh Kumar, Rajasekhar S.S.S.N & Raveendranath Veeramani. (2020) Perceiving the effectiveness of structured peer observation of teaching among anatomy postgraduate students– single institutional experience. Research and Development in Medical Education 9:1, pages 1-1.
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Lu Xiao & John M. Carroll. 2019. Crowdsourcing. Crowdsourcing 1606 1635 .
Margaret Bearman, Joanna Tai, Fiona Kent, Vicki Edouard, Debra Nestel & Elizabeth Molloy. (2017) What should we teach the teachers? Identifying the learning priorities of clinical supervisors. Advances in Health Sciences Education 23:1, pages 29-41.
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Kayley Lyons, Jacqueline E. McLaughlin, Julia Khanova & Mary T. Roth. (2016) Cognitive apprenticeship in health sciences education: a qualitative review. Advances in Health Sciences Education 22:3, pages 723-739.
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Steven E. Markham, Ina S. Markham & Janice Witt Smith. (2017) A review, analysis, and extension of peer-leader feedback agreement: Contrasting group aggregate agreement vs. self-other agreement using entity analytics and visualization. The Leadership Quarterly 28:1, pages 153-177.
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Myra H. Wyckoff, Khalid Aziz, Marilyn B. Escobedo, Vishal S. Kapadia, John Kattwinkel, Jeffrey M. Perlman, Wendy M. Simon, Gary M. Weiner & Jeanette G. Zaichkin. (2015) Part 13: Neonatal Resuscitation. Circulation 132:18_suppl_2.
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Myra H. Wyckoff, Khalid Aziz, Marilyn B. Escobedo, Vishal S. Kapadia, John Kattwinkel, Jeffrey M. Perlman, Wendy M. Simon, Gary M. Weiner & Jeanette G. Zaichkin. (2015) Part 13: Neonatal Resuscitation. Pediatrics 136:Supplement_2, pages S196-S218.
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Jeffrey M. Perlman, Jonathan Wyllie, John Kattwinkel, Myra H. Wyckoff, Khalid Aziz, Ruth Guinsburg, Han-Suk Kim, Helen G. Liley, Lindsay Mildenhall, Wendy M. Simon, Edgardo Szyld, Masanori Tamura & Sithembiso Velaphi. (2015) Part 7: Neonatal Resuscitation. Pediatrics 136:Supplement_2, pages S120-S166.
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David W. Lim & Jonathan S. White. (2015) How Do Surgery Students Use Written Language to Say What They See? A Framework to Understand Medical Students’ Written Evaluations of Their Teachers. Academic Medicine 90, pages S98-S106.
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Jeffrey M. Perlman, Jonathan Wyllie, John Kattwinkel, Myra H. Wyckoff, Khalid Aziz, Ruth Guinsburg, Han-Suk Kim, Helen G. Liley, Lindsay Mildenhall, Wendy M. Simon, Edgardo Szyld, Masanori Tamura, Sithembiso Velaphi, David W. Boyle, Steve Byrne, Chris Colby, Peter Davis, Hege L. Ersdal, Marilyn B. Escobedo, Qi Feng, Maria Fernanda de Almeida, Louis P. Halamek, Tetsuya Isayama, Vishal S. Kapadia, Henry C. Lee, Jane McGowan, Douglas D. McMillan, Susan Niermeyer, Colm P. F. O’Donnell, Yacov Rabi, Steven A. Ringer, Nalini Singhal, Ben J. Stenson, Marya L. Strand, Takahiro Sugiura, Daniele Trevisanuto, Enrique Udaeta, Gary M. Weiner & Cheo L. Yeo. (2015) Part 7: Neonatal Resuscitation. Circulation 132:16_suppl_1.
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Lu Xiao & John M. Carroll. (2015) Shared Practices in Articulating and Sharing Rationale. International Journal of e-Collaboration 11:4, pages 11-39.
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Jonathan Wyllie, Jeffrey M. Perlman, John Kattwinkel, Myra H. Wyckoff, Khalid Aziz, Ruth Guinsburg, Han-Suk Kim, Helen G. Liley, Lindsay Mildenhall, Wendy M. Simon, Edgardo Szyld, Masanori Tamura & Sithembiso Velaphi. (2015) Part 7: Neonatal resuscitation. Resuscitation 95, pages e169-e201.
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Hilda Leonor González Olaya, Claudia Janeth Uribe Pérez & Hernán Darío Delgado Rico. (2015) Las competencias comunicativas orales en la relación médico-paciente en un programa de medicina de una universidad de Colombia: una mirada desde el currículo, los profesores y los estudiantes. Educación Médica 16:4, pages 227-233.
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Tobias B.B. Boerboom, Renée E. Stalmeijer, Diana H.J.M. Dolmans & Debbie A.D.C. Jaarsma. (2015) How feedback can foster professional growth of teachers in the clinical workplace: A review of the literature. Studies in Educational Evaluation 46, pages 47-52.
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Lu Xiao. (2014) Effects of rationale awareness in online ideation crowdsourcing tasks. Journal of the Association for Information Science and Technology 65:8, pages 1707-1720.
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