July 2017 #MedEdPearls: Peer Observation

The Peer Observation of Teaching Handbook

A group of faculty developers have come together to carry on a tradition started by Steve Davis, to highlight faculty development resources and strategies each month.

This month we are highlighting a wonderful resource available in MedEdPortal, The Peer Observation of Teaching Handbook written by Newman et al. (2012). We are also hoping to extend an engaging conversation in Twitter at #MedEdPearls. 

Whether you are seeking reliable data about teaching for your educator's portfolio or starting a peer observation program,  The Peer Observation of Teaching Handbook provides guidance which encourages reflection, formative feedback, and growth for teachers. The handbook offers processes, rationale, and sample observation forms for a variety of educational venues, including: lectures, ambulatory settings, at the bedside, and in small groups.

The handbook is available in a PDF format and the authors encourage modifying forms to meet your needs or creating your own forms. The handbook presents steps to promote reflection and a mutual exchange of ideas at the conclusion of an educational session. The steps include strategies for:

• Before (agree on logistics, purpose, and what elements of teaching are the focus)
• During (what to observe, how to document)
• After (when to meet and how to provide useful formative feedback)
• Avoiding pitfalls (what observer behaviours diminish the benefits of peer observation)

What Peer Observation pearls or questions do you have? Post on twitter at #MedEdPearls

Larry Hurtubise, Ph.D. (2.0, '16) is a Curriculum and Instruction Consultant at the Michael V. Drake Institute for Teaching and Learning at the Ohio State University. Larry's areas of professional interest include the professional development of clinician educaotrs, health professions education research, and educational technology. Larry can be followed on Twitter or contacted via email.

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