Peer observation of teaching: A feasible and effective method of physician faculty development.
Peer observation of teaching: A feasible and effective method of physician faculty development.
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同行观察教学：医师队伍发展的可行且有效的方法。
DOI：
10.1080/02701960.2021.2019030
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发表时间：
2023
影响因子：
1.6
通讯作者：
Harada,CarolineN
中科院分区：
文献类型：
--
作者：
Stockdill,Macy;Hendricks,Bailey;Barnett,MichaelD;Bakitas,Marie;Harada,CarolineN
医师教师在履行相互竞争的专业义务的同时非正式地学习教学技能。一种未充分利用的、行之有效的提高教学技能的技术是同伴观察和反馈。我们的目的是根据同行对教学的观察来了解医师教师发展计划的好处和挑战，并为未来计划的发展提出最佳实践建议。作者从 2015 年到 2017 年制定了一个基于同行观察的医师教师发展计划。两名采访者对 13 名教师参与者和 4 名非参与者进行了定性访谈，并使用内容分析来确定 NVivo© 中的主题和子主题。参与者确定的计划好处包括对教学的机构支持、同伴观察和直接及时反馈的机会、社区建设的机会以及整体计划的可行性。项目挑战包括相互竞争的调度需求、反馈质量的变化以及在项目期间保持参与的困难。潜在的改进领域包括参与激励、外部教师的参与、项目后勤和管理方面的协助以及反馈体验一致性的改进。虽然同行观察是医师教师发展教学技能的一种重要方法，但对医师的竞争性要求仍可能限制项目的有效性。计划的可持续性取决于优化反馈质量、提高参与动力以及提供行政支持。
Physician faculty learn teaching skills informally while fighting competing professional obligations. One underutilized proven technique to improve teaching skills is peer observation with feedback. We aimed to understand benefits and challenges of a physician faculty development program based on peer observation of teaching and to develop best practice recommendations for future program development. The authors developed a peer observation-based physician faculty development program from 2015 to 2017. Two interviewers conducted and analyzed qualitative interviews with 13 faculty participants and four non-participants using content analysis to identify themes and subthemes in NVivo©. Participant-identified program benefits included conveyed institutional support for teaching, the opportunity for peer observation with direct and timely feedback, the opportunity for community building, and overall program feasibility. Program challenges included competing scheduling demands, variability in feedback quality, and difficulty maintaining engagement for the program duration. Potential areas for improvement included participation incentives, external faculty involvement, assistance with program logistics and administration, and improvement in the consistency of the feedback experience. While peer observation is a valued approach to physician faculty development of teaching skills, competing demands on physicians may still limit program effectiveness. Program sustainability depends on optimizing feedback quality, boosting motivation for participation, and providing administrative support.