Highlights
- •Peer review of teaching is an "in-situ" method for faculty to learn about their teaching effectiveness.
- •A peer operative teaching instrument was developed that is systematic and can be adopted by other surgery departments.
- •Peer assessment of teaching can enhance faculty development curricula.
Abstract
Background
While teaching evaluation systems are common in academia, very little information
is available regarding formal coaching and peer review of teaching performance in
surgery. This article is a report on the development and implementation of a peer
review of operative teaching program.
Methods
Our process was designed using a multistep sequential model which included developing
a peer review of teaching instrument that was piloted to study the efficacy and utility
of the tool.
Results
Thirty-nine peer reviews of teaching were conducted. Among the most frequent challenges
that faculty identified were allowing residents to struggle/give autonomy, judging
when to take over the case, communicating effectively, being patient, balancing education
and patient safety, and giving feedback.
Conclusions
Our peer review of teaching program is systematic, feasible, and can be adopted by
other surgery departments. Faculty’s identified strengths and challenges have been
incorporated into our faculty development curricula.
Keywords
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Article info
Publication history
Published online: September 11, 2020
Accepted:
August 30,
2020
Received in revised form:
August 24,
2020
Received:
April 2,
2020
Identification
Copyright
© 2020 Elsevier Inc. All rights reserved.
