title: Peer-supported review of teaching: an evaluation.
abstract: Peer-supported review (also called peer observation) of teaching is a commonly implemented method of ascertaining teaching quality that supplements student feedback. A large variety of scheme formats with rather differing purposes are described in the literature. They range from purely formative, developmental formats that facilitate a tutor's reflection of their own teaching to reaffirm strengths and identify potential areas for development through to faculty- or institution-driven summative quality assurance-based schemes. Much of the current literature in this field focuses within general higher education and on the development of rating scales, checklists or observation tools to help guide the process. This study reports findings from a qualitative evaluation of a purely formative peer-supported review of teaching scheme that was implemented for general practice clinical tutors at our medical school and describes tutors' attitudes and perceived benefits and challenges when undergoing observation.
authors.affiliation: a Manchester Medical School , Manchester , UK.
authors.forename: Harish
authors.initials: H
authors.lastname: Thampy
authors.affiliation: a Manchester Medical School , Manchester , UK.
authors.forename: Michael
authors.initials: M
authors.lastname: Bourke
authors.affiliation: a Manchester Medical School , Manchester , UK.
authors.forename: Prasheena
authors.initials: P
authors.lastname: Naran
mesh_terms: D005246:Feedback; D058006:General Practice / Q000193:education*; D006801:Humans; D010379:Peer Group; D010380:Peer Review; D015397:Program Evaluation; D013663:Teaching / Q000592:standards*
keywords: faculty development; peer observation; peer review