Evaluation of an evidence-based peer teaching assessment program.
OBJECTIVE
To determine faculty perceptions about an evidence-based peer teaching assessment system.


METHODS
Faculty members who served as instructors and assessors completed questionnaires after year 1 (2002-2003) and year 4 (2005-2006) of the peer assessment program. Factors were evaluated using a Likert scale (1 = strongly disagree; 5 = strongly agree) and included logistics, time, fostering quality teaching, diversifying teaching portfolios, faculty mentoring, and value of structured discussion of teaching among faculty members. Mean responses from instructors and assessors were compared using student t tests.


RESULTS
Twenty-seven assessors and 52 instructors completed survey instruments. Assessors and instructors had positive perceptions of the process as indicated by the following mean (SD) scores: logistics = 4.0 (1.0), time = 3.6 (1.1), quality teaching = 4.0 (0.9), diversifying teaching portfolios = 3.6 (1.2), faculty mentoring = 3.9 (0.9), and structured discussion of teaching = 4.2 (0.8). Assessors agreed more strongly than instructors that the feedback provided would improve the quality of lecturing (4.5 vs. 3.9, p < 0.01) and course materials (4.3 vs. 3.6, p < 0.01).


CONCLUSIONS
This peer assessment process was well-accepted and provided a positive experience for the participants. Faculty members perceived that the quality of their teaching would improve and enjoyed the opportunity to have structured discussions about teaching.
Hansen
Laura B
LB
School of Pharmacy, University of Colorado at Denver and Health Sciences Center, Denver, CO 80262, USA. laura.hansen@uchsc.edu
McCollum
Marianne
M
Paulsen
Susan M
SM
Cyr
Thomas
T
Jarvis
Catherine L
CL
Tate
Glenda
G
Altiere
Ralph J
RJ
D010379:Peer Group; D011785:Quality Assurance, Health Care; D012580:Schools, Pharmacy; D011795:Surveys and Questionnaires; D013663:Teaching / Q000592:standards*; D014481:United States; D014495:Universities