As an introduction to peer observation of teaching, a multi-disciplinary program of peer observation partnerships was implemented across Faculty of Health Sciences. The 'Colleague Development Program' focussed on formative feedback and on promoting collegiality within and across traditional discipline boundaries.
To describe the development, implementation, and evaluation of the Colleague Development Program.
Participants asked a trusted colleague to observe their teaching. Feedback on good practice and suggestions for improvement were sought. Colleague observations were guided by specific learning objectives articulated by participants. Following the teaching observation/s, the colleague observer and the participant discussed the extent to which the participant's learning objectives had been achieved. A written summary of mutually agreed outcomes was prepared. Program evaluation included anonymous participant questionnaire and focus group discussions.
Forty-two staff enrolled in the program with 23 completing all elements and participating in the evaluation. Participants reported increased confidence in teaching, confirmation of good practice, exposure to new ideas, and a greater sense of institutional support and collegiality.
Situating peer evaluation within a collegial partnership overcame participants' concerns about being the subject of 'evaluation' and 'criticism' by emphasising existing collegiality and trust amongst peers.
"However, peer collaboration takes courage when people are used to working on their own. In peer collaboration it is a challenge to balance a secure atmosphere filled with respect and trust with an atmosphere in which it is possible to question actions in practice and initiate reflection (Martin and Double, 1998; O´Keefe et al., 2009). Peer observers need to be aware that they are mostly " untrained participants in a potentially highly emotive setting " (Shortland, 2010, p. 302). "
[Show abstract][Hide abstract] ABSTRACT: Purpose – The purpose of this paper is to investigate the process and learning outcomes of peer collaboration in a Danish health developmental project in school health nursing. The paper explores how peer collaboration influences the school nurses' collaborative learning and competence development. Design/methodology/approach – The article is based on data from a three-year health educational development project at primary schools in Denmark. These data are observations from 12 reflective workshops with school nurses, two questionnaire surveys, and five focus group interviews with five of the six sub-projects after the project was over. In the workshops, the questionnaire surveys and the focus group interviews the school nurses were asked to reflect on the developmental process, their collaboration, own and mutual pedagogical competence development. Findings – Systematic peer collaboration between school nurses qualifies their learning and ability to reflect on practice, their communication with colleagues and children, and the development of new and innovative approaches to school health nursing. The introduction of peer collaboration, however, takes time and energy and it can be a challenge to introduce peer collaboration into a working culture in which school nurses traditionally work alone under prominent work and time pressures. Research limitations/implications – The study is explorative. Further research could explore the connection between collaborative learning among school nurses and the development of their competences in school health nursing. Practical implications – The paper outlines how and why collaboration among school nurses should be introduced in a more systematic way into school health nursing. Originality/value – The paper investigates the connection between informal educational activities for SNs and possible learning outcomes for practice. Specifically, the paper looks into different ways in which SNs collaborate and the findings contribute to new understandings of how SNs' practice can be organised in order to stimulate school nurses' participation and collaborative learning and increase the quality of school health nursing.
Health Education 08/2012; 112(5):448-464. DOI:10.1108/09654281211253452
[Show abstract][Hide abstract] ABSTRACT: Research on faculty development has focused primarily on individual participants and has produced relatively little generalizable knowledge that can guide faculty development programs. In this article, the authors examine how current research on faculty development in medical education can be enriched by research in related fields such as teacher education, quality improvement, continuing medical education, and workplace learning. As a result of this analysis, the authors revise the old model for conceptualizing faculty development (preferably called professional development). This expanded model calls for research on educational process and outcomes focused on two communities of practice: the community created among participants in faculty development programs and the communities of teaching practice in the workplace (classroom or clinic) where teaching actually occurs. For the faculty development community, the key components are the participants, program, content, facilitator, and context in which the program occurs and in which the faculty teach. For the workplace community, associated components include relationships and networks of association in that environment, the organization and culture of the setting, the teaching tasks and activities, and the mentoring available to the members of that academic and/or clinical community of teaching practice. This expanded model of faculty development generates a new set of research questions, which are described along with six recommendations for enhancing research, including establishment of a national center for research in health professions education.
Academic medicine: journal of the Association of American Medical Colleges 02/2011; 86(4):421-8. DOI:10.1097/ACM.0b013e31820dc058 · 2.93 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: Inleiding
Ook al is men doordrongen van het belang van professionalisering van docenten, toch zeggen docenten in medische opleidingen zich weinig geprikkeld te voelen door hun omgeving om prioriteit te geven aan het volgen van een cursus. Een vorm van docentprofessionalisering die beter aansluit bij hun behoeften en bij de manier waarop men op de werkplek leert, zijn docentcommunities. In deze praktijkbeschrijving schetsen we onze ervaringen met communities bij het VU-medisch centrum (VUmc) gericht op tutoren. We beschrijven hoe deze docentcommunities eruit zien, wat ze opleveren voor de deelnemende tutoren en welke dilemma’s de initiatoren ervoeren bij het organiseren van de communities.
Hoe zien de docentcommunities eruit?
Deelnemende tutoren reflecteren maandelijks in groepen van circa acht personen op hun eigen praktijk. Zij bepalen zelf welke onderwerpen worden besproken. De uitwisseling van concrete tips en ervaringen over ‘wat werkt’ en ‘wat werkt niet’ staat daarbij centraal.
Wat leveren de communities op?Uit focusgroepen en interviews bleek dat de opbrengsten op meerdere vlakken liggen: men kreeg inzicht in wat werkt én in het functioneren van anderen en daarmee ook in het eigen functioneren. Dit gaf deelnemers meer zelfvertrouwen in hun rol als tutor.
Deelnemende tutoren ervoeren de communities als positief. Dilemma’s voor de initiatoren waren of er aparte groepen moesten zijn voor beginnende en ervaren tutoren en hoe de communities een plek konden vinden in de onderwijsorganisatie. (Lankveld TAM van, Gercama AJ, Kleinveld JH, Hesselink BAM, Croiset G. Docentprofessionalisering door docentcommunities: een toepassing bij tutoren. Tijdschrift voor Medisch Onderwijs 2011;30(6):264-271.)
Tijdschrift voor Medisch Onderwijs 12/2011; 30(6):264-271. DOI:10.1007/s12507-011-0064-2
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