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首页> 外文期刊>Medical teacher >The Colleague Development Program: a multidisciplinary program of peer observation partnerships.
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The Colleague Development Program: a multidisciplinary program of peer observation partnerships.

机译：同事发展计划：同observation观察伙伴关系的多学科计划。

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BACKGROUND: As an introduction to peer observation of teaching, a multi-disciplinary program of peer observation partnerships was implemented across Faculty of Health Sciences. The 'Colleague Development Program' focussed on formative feedback and on promoting collegiality within and across traditional discipline boundaries. AIMS: To describe the development, implementation, and evaluation of the Colleague Development Program. METHODS: Participants asked a trusted colleague to observe their teaching. Feedback on good practice and suggestions for improvement were sought. Colleague observations were guided by specific learning objectives articulated by participants. Following the teaching observation/s, the colleague observer and the participant discussed the extent to which the participant's learning objectives had been achieved. A written summary of mutually agreed outcomes was prepared. Program evaluation included anonymous participant questionnaire and focus group discussions. RESULTS: Forty-two staff enrolled in the program with 23 completing all elements and participating in the evaluation. Participants reported increased confidence in teaching, confirmation of good practice, exposure to new ideas, and a greater sense of institutional support and collegiality. CONCLUSIONS: Situating peer evaluation within a collegial partnership overcame participants' concerns about being the subject of 'evaluation' and 'criticism' by emphasising existing collegiality and trust amongst peers.
机译：背景：作为对同伴观察教学的介绍，卫生科学学院实施了同学科观察伙伴关系的多学科计划。 “同事发展计划”的重点是形成性反馈，以及在传统学科边界之内和之间促进协作。目的：描述同事发展计划的制定，实施和评估。方法：参与者要求一个值得信赖的同事来观察他们的教学。寻求对良好实践的反馈和改进建议。同事的观察以参与者明确表达的特定学习目标为指导。在进行教学观察后，同事观察员和参与者讨论了参与者学习目标的实现程度。编写了共同商定结果的书面摘要。计划评估包括匿名参与者问卷调查和焦点小组讨论。结果：42名员工参加了该计划，其中23名员工完成了所有要素并参加了评估。参加者报告说，他们对教学的信心增强，对良好做法的确认，对新思想的接触以及对机构的支持和合作感增强。结论：通过在同事之间进行同伴评估，强调了同伴之间的现有同僚关系和信任，克服了参与者对成为“评估”和“批评”主题的担忧。

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