Getting Better Together: A Website Review of Peer Coaching Initiatives for Medical Educators

References

• O'Sullivan PS, Irby DM. Reframing research on faculty development. Acad Med. 2011;86(4):421–428. doi:10.1097/ACM.0b013e31820dc058.
   PubMed Web of Science ®Google Scholar
• Devine M, Meyers R, Houssemand C. How can coaching make a positive impact within educational settings? Procedia Soc Behav Sci. 2013;93:1382–1389. doi:10.1016/j.sbspro.2013.10.048.
   Google Scholar
• Hammersley‐Fletcher L, Orsmond P. Reflecting on reflective practices within peer observation. Stud High Educ. 2005;30(2):213–224. doi:10.1080/03075070500043358.
   Web of Science ®Google Scholar
• Pierce Jr JR, Rendón P, Rao D. Peer observation of rounds leads to collegial discussion of teaching. Teach Learn Med. 2018;30(2):233–238. doi:10.1080/10401334.2017.1360185.
   PubMed Web of Science ®Google Scholar
• Boillat M, Elizov M. Peer coaching and Mentorship. In Faculty Development in the Health Professions. Berlin: Springer; 2014:159–179.
   Google Scholar
• Bernstein DJ, Jonson J, Smith K. An examination of the implementation of peer review of teaching. New Dir Teach Learn. 2000;2000(83):73–86. doi:10.1002/tl.8306.
   Google Scholar
• Joyce BR, Showers B. Student achievement through staff development. National College for School Ledership; 2002. https://www.unrwa.org/sites/default/files/joyce_and_showers_coaching_as_cpd.pdf. Accessed November 7, 2018.
   Google Scholar
• Kraft MA, Blazar D, Hogan D. The effect of teacher coaching on instruction and achievement: a meta-analysis of the causal evidence. Rev Educ Res. 2018;88(4):547–588. doi:10.3102/0034654318759268.
   Web of Science ®Google Scholar
• Blackwell R. Peer observation of teaching & staff development. Higher Education Q. 1996;50(2):156–171. doi:10.1111/j.1468-2273.1996.tb01697.x.
   Google Scholar
• Martin GA, Double JM. Developing higher education teaching skills through peer observation and collaborative reflection. Innovat Educ and Train Int. 1998;35(2):161–169. doi:10.1080/1355800980350210.
   Web of Science ®Google Scholar
• Garcia I, James RW, Bischof P, Baroffio A. Self-observation and peer feedback as a faculty development approach for problem-based learning tutors: a program evaluation. Teach Learn Med. 2017;29(3):313–325. doi:10.1080/10401334.2017.1279056.
   PubMed Web of Science ®Google Scholar
• O'Keefe M, Lecouteur A, Miller J, McGowan U. The colleague development program: a multidisciplinary program of peer observation partnerships. Med Teach. 2009;31(12):1060–1065. doi:10.3109/01421590903154424.
   PubMed Web of Science ®Google Scholar
• Pattison AT, Sherwood M, Lumsden CJ, Gale A, Markides M. Foundation observation of teaching project – a developmental model of peer observation of teaching. Med Teach. 2012;34(2):e136–e142. doi:10.3109/0142159X.2012.644827.
   PubMed Web of Science ®Google Scholar
• Regan-Smith M, Hirschmann K, Iobst W. Direct observation of faculty with feedback: an effective means of improving patient-centered and learner-centered teaching skills. Teach Learn Med. 2007;19(3):278–286. doi:10.1080/10401330701366739.
   PubMed Web of Science ®Google Scholar
• Bowman CL, McCormick S. Comparison of peer coaching versus traditional supervision effects. J Educ Res. 2000;93(4):256–261. doi:10.1080/00220670009598714.
   Web of Science ®Google Scholar
• Hasbrouck JE. Mediated peer coaching for training preservice teachers. J Spec Educ. 1997;31(2):251–271. doi:10.1177/002246699703100206.
   Web of Science ®Google Scholar
• Mallette B, Maheady L, Harper GF. The effects of reciprocal peer coaching on preservice general educators' instruction of students with special learning needs. Teacher Education and Special Education. 1999;22(4):201–216. doi:10.1177/088840649902200402.
   Google Scholar
• Ovens A. Using peer coaching and action research to structure the practicum: an analysis of student teacher perceptions. J Phys Ed NZ. 2004;37:45–60.
   Google Scholar
• Adshead L, White PT, Stephenson A. Introducing peer observation of teaching to GP teachers: a questionnaire study. Med Teach. 2006;28(2):e68–e73. doi:10.1080/01421590600617533.
   PubMed Web of Science ®Google Scholar
• Newman LR, Lown BA, Jones RN, Johansson A, Schwartzstein RM. Developing a peer assessment of lecturing instrument: lessons learned. Acad Med. 2009;84(8):1104–1110. doi:10.1097/ACM.0b013e3181ad18f9.
   PubMed Web of Science ®Google Scholar
• Peyre SE, Frankl SE, Thorndike M, Breen EM. Observation of clinical teaching: interest in a faculty development program for surgeons. J Surg Educ. 2011;68(5):372–376. doi:10.1016/j.jsurg.2011.04.001.
   PubMed Web of Science ®Google Scholar
• Sekerka LE, Chao J. Peer coaching as a technique to foster professional development in clinical ambulatory settings. J Contin Educ Health Prof. 2003;23(1):30–37. doi:10.1002/chp.1340230106.
   PubMedGoogle Scholar
• Newman LR, Roberts DH, Frankl SE. Twelve tips for providing feedback to peers about their teaching. Med Teach. 2018:1–6. doi:10.1080/0142159X.2018.1521953.
   PubMedGoogle Scholar
• Siddiqui ZS, Jonas-Dwyer D, Carr SE. Twelve tips for peer observation of teaching. Med Teach. 2007;29(4):297–300. doi:10.1080/01421590701291451.
   PubMed Web of Science ®Google Scholar
• D'Abate CP, Eddy ER, Tannenbaum SI. What's in a name? A literature-based approach to understanding mentoring, coaching, and other constructs that describe developmental interactions. Hum Resour Dev Rev. 2003;2(4):360. doi:10.1177/1534484303255033.
   Google Scholar
• Steinert Y, Mann K, Anderson B, et al. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: a 10-year update: BEME Guide No. 40. Med Teach. 2016;38(8):769–786. doi:10.1080/0142159X.2016.1181851.
   PubMed Web of Science ®Google Scholar
• Steinert Y, McLeod PJ, Boillat M, Meterissian S, Elizov M, MacDonald ME. Faculty development: a ‘field of dreams’? Med Educ. 2009;43(1):42–49. doi:10.1111/j.1365-2923.2008.03246.x.
   PubMed Web of Science ®Google Scholar
• Jones RJ, Woods SA, Guillaume YR. The effectiveness of workplace coaching: a meta‐analysis of learning and performance outcomes from coaching. J Occup Organ Psychol. 2016;89(2):249–277. doi:10.1111/joop.12119.
   Web of Science ®Google Scholar
• Cox E. Individual and organizational trust in a reciprocal peer coaching context. Mentoring & Tutoring. 2012;20(3):427–443. doi:10.1080/13611267.2012.701967.
   Google Scholar
• Gosling D. Models of peer observation of teaching. Generic Centre: Learning and Teaching Support Network 2002;8(10):08. https://www.researchgate.net/profile/David_Gosling/publication/267687499_Models_of_Peer_bservation_of_Teaching/links/545b64810cf249070a7955d3.pdf. Accessed July 21, 2018.
   Google Scholar
• Flynn S, Bedinghaus J, Snyder C, Hekelman F. Peer coaching in clinical teaching: a case report. Fam Med. 1994;26(9):569–570.
   PubMedGoogle Scholar
• Cordingley P, Buckler N. Mentoring and coaching for teachers’ continuing professional development. SAGE Handbook of Mentoring and Coaching in Education. London: SAGE Publications Ltd.; 2012:215–227.
   Google Scholar