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Title

Implementation of a peer observation programme for problem based learning (PBL) facilitators

Theme

5AA Evaluation of the teacher

Authors

Margaret-Ann Flynn
Anne O'Dowd
Joanne Burke
Carol Ditchfield

Institutions

University of Glasgow - School of Medicine - Glasgow - United Kingdom

Background

PBL has been part of the medical curriculum in the University of Glasgow for almost 20 years. Although peer observation was part of initial PBL training, it hadn’t been part of ongoing staff development. To encourage exchange of good practice and reduce variation in facilitation, a formal peer observation programme was introduced in 2013, aided by a custom–made programme to assist in management of the process.

Summary of Work

Facilitators of medical students in Year 1 and 2 were randomly-paired to observe and be observed by a peer during a PBL session. They were sent written guidelines and advised to meet in advance of the observation date. Following the peer observation session, facilitators gave and received feedback, both verbal and written, which was only seen by their peer. They were then sent a computer link to confirm that the process had taken place and reflect on the process by answering a set of 5 open questions. These answers were manually coded and arranged into themes for analysis.

Summary of Results

Fifty three out of a possible 62 facilitators (85%) submitted comments to the Peer Observation System. Feedback showed that facilitators found the experience positive; providing reassurance and advice on how to improve performance. They were more reflective as a result of the process and found benefit both from observing and from being observed. They commented that the meetings and feedback were informal and non- confrontational, despite some prior anxieties. Facilitators were willing to share their experiences, highlighting areas of good practice.


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Conclusion

Facilitators valued the opportunity to observe a colleague and receive feedback on their performance. This enabled them to be more reflective1, whilst reinforcing the importance of carefully guiding students. It also stimulated more general discussion around many aspects of facilitation. Results suggest it would be valuable to continue the process on a regular basis as facilitators found it useful and for many, would reslt in a change in how they facilitated.

Peer observation is an effective method for engaging facilitators in reflection of their teaching practice, providing feedback and encouraging scholarly discussion1.

Take-home Messages

Peer observation is useful in reinforcing good facilitation skills which may lead to a more consistent experience for students.

References

1. Sullivan et al. Peer observation of teaching as a faculty development tool, BMC Medical Education 2012, 12:26, http://www.biomedcentral.com/1472-6920/12/26 (accessed August 2015).

Acknowledgement

Andy Jenkins and Sarah Beck, MVLS College IT services for help in designing the Peer Observation Programme.

Background
Summary of Work
Summary of Results
Conclusion
Take-home Messages
References
Acknowledgement
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