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This presentation was on using peer review with students and fellow faculty in medical school
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Peer Review
D. Bonnycastle
College of Medicine
Regina General Hospital
November, 2010
Prerequisite Knowledge
Perspective creates world view
http://users.skynet.be/J.Beever/pave.htm
Perspective Exercise• Look at a point on the ceiling
• Point at it and draw a clockwise circle around it with you finger
• Continue to circle clockwise but slowly bring your hand down to waist level
• What direction is your finger turning?
-Thiagi
ObjectivesExamine the features of a useful peer review process
Identify how peer review can be used with students
Identify how peer review can be used with community faculty
Planning A Useful Peer Review Process
1. What kinds of information would you like to get from a peer review process of students?
2. What kinds of information would you like to get from a peer review process of community faculty?
3. What are the major impediments to implementing a peer review process?
Formative vs. Summative?• How can peer review improve
someone’s skills in X? What role does reflection on results play?
• How can peer review be used to assess someone for promotion, final grades, or competency.
CriteriaBehaviour focus
• Observable
• Based on clear expectations objectives for students type of teaching for faculty
• Beware of assumptions about motivation
• Focus on possible change?
Specific Feedback???Good job
Enjoyed working with you
Great
Unprofessional
Disruptive
Uncooperative
Needs work
Doesn’t tell you what to continue doing
Doesn’t tell you what to start doing
Criteria
Specific Feedback???Description of positive behaviour to continue doing
Description of problem behaviour to change
Researched topic thoroughly
Created interactive activities
Late 15+ min 5X
Used “read” and “learn” in objective
Criteria
Used with students• Create a rubric
• Explain the rubric ahead of time
• Include clear behaviours that result in each score
• Beware of bullying
http://www.teachervision.fen.com/teaching-methods-and-management/rubrics/
Peer Review as bullying• Focus on the person as outsider,
rather than on behaviour
• Derisive and humiliating statements about the person
• Statements that encourage others to express anger at person
• Mobbing
Formative with community faculty
Develop a sense of their perspective ahead of time through conversation
• What do you like about teaching?
• What is your favourite technique?
• Why do you want feedback?
• What would you like feedback on?
• What criteria should we use?
• What are the objectives for your course/session?
Create the Process Together• What behaviours will I be watching for? (No
more than 10 in an hour)
• How do I best track them?– checklist– commentary
• How will I provide the report?– will there be an opportunity for faculty to respond?
• Who will the report go to?
Tactics Characteristic of Sham Peer Review
• Secret investigation• Guilty Until Proven Innocent• Selection of only negative
examples• Misrepresented “standards”• False claims
http://www.jpands.org/vol14no3/huntoon.pdfhttp://hollandhart.typepad.com/healthcare/2006/05/twelve_signs_of.html#more
http://www.arts.uwaterloo.ca/~kwesthue/checklist.htm
Thank You