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Training medical faculty members to ...

Blanco, Maria Alejandro.

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Training medical faculty members to review peers' teaching through peer observation.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Training medical faculty members to review peers' teaching through peer observation./
作者:	Blanco, Maria Alejandro.
面頁冊數:	154 p.
附註:	Adviser: Robert Kegan.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3271674
ISBN:	9780549108580

Training medical faculty members to review peers' teaching through peer observation.
Blanco, Maria Alejandro.

Training medical faculty members to review peers' teaching through peer observation. - 154 p.

Adviser: Robert Kegan.

Thesis (Ed.D.)--Harvard University, 2007.

This study examines a faculty development program designed to train medical faculty members to observe and document peers' teaching performances. It focuses on the learning experiences and perceptions of nineteen medical faculty members and explores: (a) their perceptions of and learning from the faculty development program; (b) the program's impact on how they document their peers' teaching performances; and, (c) their description of the program's effect on their own teaching.

ISBN: 9780549108580Subjects--Topical Terms:

543175
Education, Higher.

Training medical faculty members to review peers' teaching through peer observation.
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245 1 0 $a Training medical faculty members to review peers' teaching through peer observation.
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502 $a Thesis (Ed.D.)--Harvard University, 2007.
520 $a This study examines a faculty development program designed to train medical faculty members to observe and document peers' teaching performances. It focuses on the learning experiences and perceptions of nineteen medical faculty members and explores: (a) their perceptions of and learning from the faculty development program; (b) the program's impact on how they document their peers' teaching performances; and, (c) their description of the program's effect on their own teaching.
520 $a The faculty development program included five stages: a 4-hour training workshop; participant-participant teaching observation; another 2-hour training workshop; participants' (in pairs) observation of two different peers' teaching; and, a final individual 40-minute interview with each participant. Based on qualitative and quantitative methods, the study combined standardized measures and descriptive data for stronger inferences by triangulating data and expanding the understanding of the findings.
520 $a Analyzing participants' experiences and perceptions of the program, seven themes emerged: (1) the purposes of the study, (2) implementing peer observations of teaching, (3) observing peers' teaching, (4) feedback provision, (5) reflective listening activity, (6) strengths and weaknesses in the faculty development workshops, and (7) the future of the peer review project at the institution. The participants showed high levels of consensus in their observations. This consensus, as well as the inter-observer agreement rates, increased during the training as they shared more observations in the field. The effect of the program on the participants' teaching covered a spectrum ranging from reflections on teaching, specific changes in teaching, identification of prospective changes in teaching, to lack of effect on teaching. The program provided a forum where participants engaged in reflecting on their teaching practices in ways they normally don't.
520 $a This dissertation suggests six areas where training for peer reviewers of teaching is needed: purposes of both the program and the peer review; collegial discussions about teaching and good teaching; observing peers' teaching; giving feedback; reflective listening skills; and, finally, documenting observations of peers' teaching. This study contributes to promoting a better understanding of possible 'how-tos' for undertaking peer reviews of teaching through observation of faculty teaching. Finally, it informs others' peer review projects and experiences.
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