introducing.jpegDo you ever wonder how you’re doing as a clinical educator? Are you looking for an alternative to receiving feedback and coaching on your teaching? Would you like to share your ideas and tips? Peer Observation: By the Preceptors, For the Preceptors is a two-year peer observation initiative, created by and for you, our clinical educators within the UBC Faculty of Medicine’s Family Practice Residency program. This project aims to assist you in building a supportive network of colleagues to strengthen your professional development and enhance the quality of your teaching.  

How does this work? The idea for this project was inspired by one of our UBC clinical educators who requested that they be observed to refine their clinical teaching. The preceptor contacted a colleague to observe them, discussed what areas they wanted specific feedback on, and selected the method they preferred that feedback be delivered. In this case, they chose video as their method of observation. With their resident’s permission, the preceptor recorded their teaching session and forwarded the video to the observer for review and feedback.

Since sharing this experience, we’ve received a great deal of interest from others about creating a platform for collegial feedback. We want to build on this collaborative concept and your involvement, ideas, and thoughts are pivotal in how this idea is further co-designed and shared!

Is peer observation evidence-based? Yes! Studies in peer observation and coaching indicate that “peer observation is an extremely valuable process with benefits for the observer as much as the person being observed.” The method encourages and supports collegiality, mentorship, and offers another perspective from a colleague that understands the complexity of teaching in the clinical context. 

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But don’t just take our word for it. Listen to what our clinical educator had to say:

On Feedback: “Yes, the feedback will help me ask more insightful, resident-centred questions that will probe [my resident’s] way of thinking as opposed to just giving suggestions (I’ve already been able to change a bit).”

On Peer Observation: “I think video is actually better. In-person presence is more likely to disrupt the natural relationship and flow of what we’re doing. I also think true verbal communication is more effective than writing. There is always a threat of misunderstanding the printed word, whereas spoken words avoid that.”

JOIN US! If you’re a UBC clinical educator and would like to participate, please fill out the form below or directly contact Jacqueline Ashby. RSVP by September 15, 2019.

PROJECT TEAM
Dr. Brenda Hardie
, Principal Project Developer, Lead Faculty for Faculty Development (Post Graduate Residency Program)
Dr. Jacqueline P. Ashby, Project Co-Developer, Program Coach Abbotsford-Mission Family Practice Residency Program
Dr. Holden Chow, Project Co-Developer, Site Director Abbotsford-Mission Family Practice Residency Program

CONTEXT
UBC FoM Undergraduate and Postgraduate Family Practice Residency programs combined comprise over 3500 clinical faculty, in over 20 distributed sites, with more than 400 medical learners. We are one of the largest programs within the FoM. The vast majority of our educators are distributed throughout the province and situated within urban, suburban, and rural community practices.

FUNDING
This project is supported by UBC’s Faculty Development Initiative Grant.

REFERENCES
A survey of the practice and experience of clinical educators in UK secondary care by Norman and Dogra via BMC Medical Education.

Beyond student ratings: Peer observation of classroom and clinical teaching by Berk, Naumann, and Appling via International Journal of Nursing Education Scholarship.

Effective preceptor feedback: A qualitative analysis of data from semi-structured interviews with medical preceptors to inform the UBC Family Medicine Faculty Development by Nakajima and Vanderhorst via UBC Family Practice Residency Program Scholar Project.

Improving Preceptor Behavior Through Formative Feedback in Preceptor Training by Groh et al. via Journal of Athletic Training.

Introducing peer observation of teaching to GP teachers: A questionnaire study by Adshead, White, & Stephenson via Medical Teacher.

Outcomes of a Coaching-Based WHO Safe Childbirth Checklist Program in India by Semrau et al. via NEJM.

Peer observation of teaching as a faculty development tool by Sullivan, Buckle, Nicky, & Atkinson via BMC Medical Education.

The coach in the operating room by Gawande via The New Yorker. Watch his TEDTalk Want to get great at something? Get a coach.

Twelve tips for peer observation of teaching by Siddiqui, Jonas-Dwyer, & Carr via Medical Teacher.