Scholarly Teaching Series Part 7: Obtain Peer Evaluation

This is the seventh post in the Scholarly Teaching Series. Building off the work of Richlin (2001), we will highlight various projects at the MN-COP to illustrate each step in the Scholarly Teaching process.

ST Figure Step 7

Obtain Peer Evaluation

It has been awhile, so let’s review the first steps in the Scholarly Teaching process:

Step 1: Observe a Problem or Opportunity and Document the Baseline

Step 2: Consult Literature

Step 3: Choose and Apply an Intervention

Step 4: Conduct Systematic Observation

Step 5: Document Observations

Step 6: Analyze Results

Now that the results have been analyzed, it may be tempting to say the scholarly project is done and move on to other work. However, consider taking the important, and often overlooked, Step 7 of Obtaining Peer Evaluation.

This peer evaluation, review, or assessment is a chance for someone outside your course to view course materials, student work and evaluative data to provide feedback and insights into your scholarly work.

Evidence-Based Medicine 

The Evidence-Based Medicine (EBM) sequence is a longitudinal curricular sequence designed to teach students the EBM Framework – Ask, Acquire, Appraise, and Apply. One component of the EBM sequence is an end-of-year skills assessment, the Modified Fresno Test, taken by all first year pharmacy students.

The facilitators of the EBM curricular sequence convened a group of peer faculty to share their results and discuss the Modified Fresno Test. The group met for one hour, after considering a short course report circulated via email.

ST Part 7 Graphic #1


 

ST Part 7 Graphic #2


 

ST Part 7 Graphic #3

The Connection to Your Work

Often when we think of working with peers, it is for students, e.g. creating an opportunity for student evaluation of peer student performance. However, as an educator, your peers are an excellent resource for review of teaching and the scholarly teaching (ST).

In addition to the ST use of peer above, peers can participate in an observation of teaching, where a fellow faculty member sits in on 1-2 class sessions to provide feedback. Peers can also be used in the review of one’s clinical teaching, where a fellow preceptor comes to your clinical teaching site and provides observations of you in the clinical setting.

In your own scholarly teaching, seek out ways to involve your peers. They can review course materials and assessments to provide feedback. They can provide insight into the sustainability of your project. They can help create action steps for the next phase of your work. In addition, their involvement helps to create more understanding of your work, knowledge of its effects and buy-in for ongoing changes..

For more information:

Project Lead: Shannon Reidt, Pharm.D., MPH

Additional Team Members: Keri Hager, Pharm.D., Jim Beattie, MLIS, and Kristin Janke, Ph.D.

References

Richlin, L. (2001). Scholarly Teaching and the Scholarship of Teaching. New Directions for Teaching and Learning, 2001(86), 57–68.
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