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Peer observation of student-led teaching.

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Title: Peer observation of student-led teaching.
Authors: Whittaker, Ed1,2 ed.whittaker@doctors.org.uk, Pathak, Anushka2,3, Piya, Simran1,2, Cary, Louisa2,4, Harden, Jeni5
Source: Medical Teacher. Nov2023, Vol. 45 Issue 11, p1300-1303. 4p.
Subject Terms: *Teaching methods, *Confidence, *Medical students, *Qualitative research, *Learning strategies, *Student attitudes, *Medical education, *Teacher development, Affinity groups, Scientific observation, Interviewing, Questionnaires, Descriptive statistics, Thematic analysis
Abstract: The use of near-peer teaching in medical schools is increasing internationally. Peer observation of teaching (POT) is a useful and effective method for enhancing teaching experiences and quality, but its use among student peer teachers is not well documented. The aim of the study was to explore medical student perceptions on the value and limitations of POT. Ten medical students were trained as observers. Using a previously developed model, they observed 27 teaching sessions led by other students (observees), with a pre- and post-observation meeting. Observers and observees completed a survey and group interview to explore their experiences. Descriptive analysis of survey data and thematic analysis of qualitative data were conducted. Observees found feedback valuable in learning about, reflecting on, and increasing confidence in teaching practice. They felt comfortable receiving feedback and reported positively about the observers in terms of: expertise, relatability, non-intimidating presence, and awareness of the target audience. Observers reported learning more about good teaching practice. While most observers found it enjoyable, several found some aspects of giving feedback uncomfortable. Most found it difficult to establish a satisfactory dynamic, citing lack of credibility and difficulty in eliminating hierarchies. Pre-existing friendships were reported by observers as both helping and hindering the dynamic. Both observers and observees gained from the experience of POT. However, observers lacked confidence in their credibility. Further work should address how best to implement POT into the curriculum to improve teaching practice in medical students. Further training or coaching could be considered to overcome observers' concerns. Practice points Consider coaching observers to address concerns of credibility. Consider collaborating with experienced staff to ensure evaluation is robust. To support sustainability, consider facilitation of experienced observers training those more junior in POT. Following initial training, observers could be given the chance to shadow an observer, do an observation and debrief with a trainer. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Peer observation of student-led teaching.
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  Data: <searchLink fieldCode="AR" term="%22Whittaker%2C+Ed%22">Whittaker, Ed</searchLink><relatesTo>1,2</relatesTo><i> ed.whittaker@doctors.org.uk</i><br /><searchLink fieldCode="AR" term="%22Pathak%2C+Anushka%22">Pathak, Anushka</searchLink><relatesTo>2,3</relatesTo><br /><searchLink fieldCode="AR" term="%22Piya%2C+Simran%22">Piya, Simran</searchLink><relatesTo>1,2</relatesTo><br /><searchLink fieldCode="AR" term="%22Cary%2C+Louisa%22">Cary, Louisa</searchLink><relatesTo>2,4</relatesTo><br /><searchLink fieldCode="AR" term="%22Harden%2C+Jeni%22">Harden, Jeni</searchLink><relatesTo>5</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Nov2023, Vol. 45 Issue 11, p1300-1303. 4p.
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  Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Confidence%22">Confidence</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Affinity+groups%22">Affinity groups</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+observation%22">Scientific observation</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink>
– Name: Abstract
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  Group: Ab
  Data: The use of near-peer teaching in medical schools is increasing internationally. Peer observation of teaching (POT) is a useful and effective method for enhancing teaching experiences and quality, but its use among student peer teachers is not well documented. The aim of the study was to explore medical student perceptions on the value and limitations of POT. Ten medical students were trained as observers. Using a previously developed model, they observed 27 teaching sessions led by other students (observees), with a pre- and post-observation meeting. Observers and observees completed a survey and group interview to explore their experiences. Descriptive analysis of survey data and thematic analysis of qualitative data were conducted. Observees found feedback valuable in learning about, reflecting on, and increasing confidence in teaching practice. They felt comfortable receiving feedback and reported positively about the observers in terms of: expertise, relatability, non-intimidating presence, and awareness of the target audience. Observers reported learning more about good teaching practice. While most observers found it enjoyable, several found some aspects of giving feedback uncomfortable. Most found it difficult to establish a satisfactory dynamic, citing lack of credibility and difficulty in eliminating hierarchies. Pre-existing friendships were reported by observers as both helping and hindering the dynamic. Both observers and observees gained from the experience of POT. However, observers lacked confidence in their credibility. Further work should address how best to implement POT into the curriculum to improve teaching practice in medical students. Further training or coaching could be considered to overcome observers' concerns. Practice points Consider coaching observers to address concerns of credibility. Consider collaborating with experienced staff to ensure evaluation is robust. To support sustainability, consider facilitation of experienced observers training those more junior in POT. Following initial training, observers could be given the chance to shadow an observer, do an observation and debrief with a trainer. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0142159X.2023.2229506
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        Text: English
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      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Confidence
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      – SubjectFull: Medical students
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      – SubjectFull: Qualitative research
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      – SubjectFull: Learning strategies
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      – SubjectFull: Student attitudes
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      – SubjectFull: Questionnaires
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      – SubjectFull: Descriptive statistics
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              Text: Nov2023
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