Document Detail

Peer observation and feedback of resident teaching.
MedLine Citation:
PMID:  23294737     Owner:  NLM     Status:  In-Data-Review    
Background:  Resident doctors (residents) play a significant role in the education of medical students. Morning work rounds provide an optimal venue to assess resident teaching. The purpose of this study was to assess the feasibility of peer observation of resident work rounds, to evaluate resident perceptions of peer observation and to evaluate resident perceptions of peer feedback. Methods:  Twenty-four internal medicine residents were simultaneously observed by an attending physician and a peer while teaching during work rounds (between August 2008 and May 2009). At year-end, residents received a survey to characterise their attitudes towards peer observation and feedback. Results:  Twenty-one residents (87.5%) completed the survey. Half (52.4%) felt that participating in the peer observation study stimulated their interest in teaching during work rounds. Prior to participation in the study, fewer than half (42.9%) felt comfortable being observed by their peers, compared with 71.4 per cent after participation (p = 0.02). The proportion of residents who felt comfortable giving feedback to peers increased from 26.3 to 65.0 per cent (p = 0.004), and the proportion of residents who felt comfortable receiving feedback from peers increased from 76.2 to 95.2 per cent (p = 0.02). Discussion:  Peer observation and feedback of resident teaching during work rounds is feasible and rewarding for the residents involved. Comfort with regards to being observed by peers, with receiving feedback from peers and with giving feedback to peers significantly increased after the study. Most residents reported changes in their teaching behaviour resulting from feedback. Residents felt that observing a peer teach on work rounds was one of the most useful activities to improve their own teaching on work rounds.
Laura Snydman; Daniel Chandler; Joseph Rencic; Yung-Chi Sung
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Publication Detail:
Type:  Journal Article    
Journal Detail:
Title:  The clinical teacher     Volume:  10     ISSN:  1743-498X     ISO Abbreviation:  Clin Teach     Publication Date:  2013 Feb 
Date Detail:
Created Date:  2013-01-08     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  101227511     Medline TA:  Clin Teach     Country:  England    
Other Details:
Languages:  eng     Pagination:  9-14     Citation Subset:  IM    
Copyright Information:
© Blackwell Publishing Ltd 2013.
Department of Internal Medicine, Tufts Medical Center, Boston, Massachusetts, USADepartment of Educational Affairs, Tufts University School of Medicine, Boston, Massachusetts, USA.
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