Twelve tips for creating and sustaining a peer assessment program of clinical faculty.
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| Title: | Twelve tips for creating and sustaining a peer assessment program of clinical faculty. |
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| Authors: | Pedram, Kimberly1 (AUTHOR) kimberly.pedram@vcuhealth.org, Marcelo, Carolyn1 (AUTHOR), Paletta-Hobbs, Laura1 (AUTHOR), Meadors, Evan1 (AUTHOR), Dow, Alan1 (AUTHOR) |
| Source: | Medical Teacher. Feb2024, Vol. 46 Issue 2, p183-187. 5p. |
| Subject Terms: | *School environment, *Teaching methods, *Peer counseling, *Experience, *Human services programs, *Clinical education, *Teacher development, *Educational outcomes, Clinical medicine |
| Abstract: | While feedback is essential for learning in the health professions, clinical teachers rarely get feedback on their teaching, and the existing feedback is often non-specific and distant from teaching encounters. To enhance clinical teaching, we created a peer assessment program for clinical faculty. This program has been well-received and sustained for five years despite the challenges of faculty turnover and the pandemic. In this article, we identify twelve tips for creating and sustaining a peer assessment program for clinical faculty based on this experience. These tips focus on how to create a culture that supports peer assessment, on how best to implement a peer assessment program in practical terms, and on how to sustain a peer assessment program long-term. We hope these tips help educators receive better feedback about their clinical teaching and improve the future care delivered by our learners. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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