The Colleague Development Program: A multidisciplinary program of peer observation partnerships

ArticleinMedical Teacher 31(12):1060-5 · December 2009with21 Reads
DOI: 10.3109/01421590903154424 · Source: PubMed
Abstract
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.
    • "It is seen as having great potential for nurses' clinical development and is used to promote teaching excellence and scholarship in nursing (Eisen, 2001; Jacelon, Zucker, Staccarini, & Henneman, 2003; Waddell & Dunn, 2005). Medicine has recently used peer coaching to enhance clinical teaching, while adopting more traditional mentoring of a junior faculty member by an experienced colleague to encourage scholarship (Farrell, Digioia, Broderick, & Coates, 2004; Files, Blair, Mayer, & Ko, 2008; McLeod & Steinert, 2009; O'Keefe, LeCouteur, Miller, & McGowan, 2009; Sekerka & Chao, 2003). In both professions, benefi ts reported to coachees were similar to those previously discussed: enhanced knowledge and confidence and increased application of new approaches. "
    [Show abstract] [Hide abstract] ABSTRACT: Billions of dollars are spent annually on programs to develop organizational leaders, yet the effectiveness of these programs is poorly understood. Scholars advise that value is enhanced by the development of individual leadership plans at program completion, followed by implementation experience with subsequent coaching and reflection. The literature discusses coaching on specific skills in individual plans; research is lacking regarding coaching's value for the individual plan implementation process as a whole. In addition, there is scant literature concerning the use of reciprocal peer coaching in leadership development. This article presents the findings of research aimed at understanding the experience of individuals who completed a leadership development program, prepared individual leadership plans at completion, and then engaged in a process that included reciprocal peer coaching to help them implement their plans. The major contributions of the study concern the importance of the support structure provided, the nature of the benefits identified from giving as well as receiving coaching, and the specification of a transformational learning process regarding both the implementation of individual leadership plans and engagement in reciprocal peer coaching. While the study was conducted in a medical educational setting, the findings have implications for leadership development programs in other areas of education, as well as other organizational settings.
    Full-text · Article · Mar 2013
    • "If more experienced, then a partner with the same level of experience, a true " peer " , may be appropriate (Washer, 2006). Before an observation, a meeting between the reviewer and the reviewee is recommended to identify the objectives and focus for the review (Macdonald and Kell, 2006; O'Keefe et al, 2009). Then, they plan the review process (Crutchley et al, 2005). "
    [Show abstract] [Hide abstract] ABSTRACT: The aim of this research is to develop a model of peer review and make recommendations for its implementation. The intended outcome is a model of high quality related to a peer review that can be introduced into medical school in Thailand to help medical educators improve teaching skills. The literature review was conducted by review the updated literatures from 2003 to 2012. Most of the literatures were case studies of applying peer review of teaching within the institutions. There was evidence of advantages and disadvantages of peer reviews. Among the 3 peer review of teaching models defined by Gosling (2002), collaborative model was adopted because it shows the balance of power between the reviewer and the reviewee. The new peer review of teaching model was developed based on the study results and discussion findings. This model comprises of three phases including pre-observation phase, observation phase and post-observation phase. The contextual issues surrounding peer review process make this model different from others existing peer review models. The cultural issues, managerial issues, and staff developmental issues will help medical educators to tailor the peer review process. The important recommendation from this literature review is that peer review of teaching has to be tailored to meet the need of educators and adjust to available resources in each institution. Peer review of teaching is a new concept to medical schools in Thailand. In introducing a new concept it is essential to be aware of and plan for the potential challenges that may lie ahead. Therefore, the peer review of teaching has to be introduced gradually.
    Full-text · Thesis · Dec 2012 · Evidence Based Library and Information Practice
    • "Most studies used qualitative methodology; some were quantitative. We found examples of beneficial outcomes for the individual teacher, including increased confidence, confirmation of good practice, a sense of belonging to a collegial community, and breaking the sense of isolation in teaching assignments (Dahlgren et al., 2006; O'Keefe et al., 2009). It has also been observed that more extensive improvement of teaching methods in the educational organization has led to increased networking and team building that creates a trusting working environment (Rosario, Lourdes, & De Juana, 2003). "
    [Show abstract] [Hide abstract] ABSTRACT: Objective – The role of the academic librarian has become increasingly educative in nature. In this study, the critical friend method was introduced among teaching librarians in an academic setting of medicine and health sciences to ascertain whether this approach could be implemented for feedback on teaching of these librarians as part of their professional development. Methods – We used a single intrinsic case study. Seven teaching librarians and one educator from the faculty of medicine participated, and they all provided and received feedback. These eight teachers worked in pairs, and each of them gave at least one lecture or seminar during the study period. The performance of one teacher and the associated classroom activities were observed by the critical friend and then evaluated and discussed. The outcome and effects of critical friendship were assessed by use of a questionnaire. Results – The present results suggest that use of the critical friend method among teaching academic librarians can have a positive impact by achieving the following: strengthening shared values concerning teaching issues; promoting self-reflection, which can improve teaching; facilitating communication with colleagues; and reducing the sense of “loneliness” in teaching. This conclusion is also supported by the findings of previous studies. Conclusion – The critical friend method described in this study can easily be implemented and developed among teaching librarians, provided that there is support from the organization. This will benefit the individual teaching librarian, as well as the organization at large.
    Article · Dec 2012
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