Peer group reflection helps clinical teachers to critically reflect on their teaching.
BACKGROUND
Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching.


OBJECTIVE
We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting.


METHODS
In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire.


RESULTS
Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers.


CONCLUSIONS
Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.
Quality Improvement of Veterinary Education, Faculty of Veterinary Medicine, Utrecht University, The Netherlands. t.b.b.boerboom@uu.nl
Tobias B B
TB
Boerboom
Debbie
D
Jaarsma
Diana H J M
DH
Dolmans
Albert J J A
AJ
Scherpbier
Nicole J J M
NJ
Mastenbroek
Peter
P
Van Beukelen
D004501:Education, Medical; D005178:Faculty / Q000592:standards*; D005246:Feedback; D006801:Humans; D009426:Netherlands; D010379:Peer Group; D011795:Surveys and Questionnaires; D013663:Teaching