Type of Activity
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Date of Submission
Purpose and Background:
Academic hospitalists have varying degrees of experience and training on being an effective clinical educator (1,2).Teaching attendings typically receive feedback through learner evaluations, but to provide anonymity to the learner, these evaluations are aggregated and given to the teacher months later, limiting timely improvements. Learners may also lack the framework to give effective feedback on teaching (3). Peer observation with feedback is a solution to the drawbacks of learner evaluation of teaching attendings. The Stanford Faculty Development Program (SFDP) describes seven domains of effective clinical teaching (4) that have been used to create teaching evaluation tools (3,5,6). Few studies have directly evaluated changes in teaching behaviors or skill development over time because of specific feedback from peer observations. The primary objective of this study was to examine if peer observation followed by directed feedback results in improved teaching behaviors in the inpatient setting. Our secondary objectives were to determine if observers and teachers found peer observation and feedback useful and if the comfort level of the observers and teachers increased after peer observation.
1. Goldenberg J, Glasheen JJ. Hospitalist educators: future of inpatient internal medicine training. Mt Sinai J Med. 2008;75(5):430-435.
2. Kripalani S, Pope AC, Rask K, et al. Hospitalists as teachers. J Gen Intern Med. 2004;19(1):8-15.
3. Beckman TJ, Lee MC, Rohren CH, Pankratz VS. Evaluating an instrument for the peer review of inpatient teaching. Med Teach. 2003;25(2):131-135.
4. Skeff KM. Enhancing teaching effectiveness and vitality in the ambulatory setting. J Gen Intern Med. 1988;3(2 Suppl):S26-33.
5. Mookherjee S, Monash B, Wentworth KL, Sharpe BA. Faculty development for hospitalists: structured peer observation of teaching. J Hosp Med. 2014;9(4):244-250.
6. Litzelman DK, Stratos GA, Marriott DJ, Skeff KM. Factorial validation of a widely disseminated educational framework for evaluating clinical teachers. Acad Med. 1998;73(6):688-695.
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VCU Medical Education Symposium