Current Practices and Perspectives on Peer Observation and Feedback: A National Survey

Corrie E. McDaniel, Amit T. Singh, Jimmy B. Beck, Krista Birnie, H. Barrett Fromme, Cherie F. Ginwalla, Elena Griego, Marta King, Jennifer Maniscalco, Joanne M. Nazif, Kamakshya P. Patra, Elizabeth Seelbach, Jacqueline M. Walker, Priti Bhansali

Research output: Contribution to journalArticle

Abstract

Objective: Peer observation and feedback (POF) is the direct observation of an activity performed by a colleague followed by feedback with the goal of improved performance and professional development. Although well described in the education literature, the use of POF as a tool for development beyond teaching skills has not been explored. We aimed to characterize the practice of POF among pediatric hospitalists to explore the perceived benefits and barriers and to identify preferences regarding POF. Methods: We developed a 14-item cross-sectional survey regarding divisional expectations, personal practice, perceived benefits and barriers, and preferences related to POF. We refined the survey based on expert feedback, cognitive interviews, and pilot testing, distributing the final survey to pediatric hospitalists at 12 institutions across the United States. Results: Of 357 eligible participants, 198 (56%) responded, with 115 (58%) practicing in a freestanding children's hospital. Although 61% had participated in POF, less than one half (42%) reported divisional POF expectation. The most common perceived benefits of POF were identifying areas for improvement (94%) and learning about colleagues’ teaching and clinical styles (94%). The greatest perceived barriers were time (51%) and discomfort with receiving feedback from peers (38%), although participation within a POF program reduced perceived barriers. Most (76%) desired formal POF programs focused on improving teaching skills (85%), clinical management (83%), and family-centered rounds (82%). Conclusions: Although the majority of faculty desired POF, developing a supportive environment and feasible program is challenging. This study provides considerations for improving and designing POF programs.

Original languageEnglish (US)
JournalAcademic Pediatrics
DOIs
StatePublished - Jan 1 2019
Externally publishedYes

Fingerprint

Observation
Hospitalists
Teaching
Surveys and Questionnaires
Pediatrics
Clinical Competence
Cross-Sectional Studies
Learning
Interviews
Education

Keywords

  • faculty development
  • feedback
  • peer observation

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

Cite this

McDaniel, C. E., Singh, A. T., Beck, J. B., Birnie, K., Fromme, H. B., Ginwalla, C. F., ... Bhansali, P. (2019). Current Practices and Perspectives on Peer Observation and Feedback: A National Survey. Academic Pediatrics. https://doi.org/10.1016/j.acap.2019.03.005

Current Practices and Perspectives on Peer Observation and Feedback : A National Survey. / McDaniel, Corrie E.; Singh, Amit T.; Beck, Jimmy B.; Birnie, Krista; Fromme, H. Barrett; Ginwalla, Cherie F.; Griego, Elena; King, Marta; Maniscalco, Jennifer; Nazif, Joanne M.; Patra, Kamakshya P.; Seelbach, Elizabeth; Walker, Jacqueline M.; Bhansali, Priti.

In: Academic Pediatrics, 01.01.2019.

Research output: Contribution to journalArticle

McDaniel, CE, Singh, AT, Beck, JB, Birnie, K, Fromme, HB, Ginwalla, CF, Griego, E, King, M, Maniscalco, J, Nazif, JM, Patra, KP, Seelbach, E, Walker, JM & Bhansali, P 2019, 'Current Practices and Perspectives on Peer Observation and Feedback: A National Survey', Academic Pediatrics. https://doi.org/10.1016/j.acap.2019.03.005
McDaniel, Corrie E. ; Singh, Amit T. ; Beck, Jimmy B. ; Birnie, Krista ; Fromme, H. Barrett ; Ginwalla, Cherie F. ; Griego, Elena ; King, Marta ; Maniscalco, Jennifer ; Nazif, Joanne M. ; Patra, Kamakshya P. ; Seelbach, Elizabeth ; Walker, Jacqueline M. ; Bhansali, Priti. / Current Practices and Perspectives on Peer Observation and Feedback : A National Survey. In: Academic Pediatrics. 2019.
@article{49103d66905f49ed97e0cad0ab029bae,
title = "Current Practices and Perspectives on Peer Observation and Feedback: A National Survey",
abstract = "Objective: Peer observation and feedback (POF) is the direct observation of an activity performed by a colleague followed by feedback with the goal of improved performance and professional development. Although well described in the education literature, the use of POF as a tool for development beyond teaching skills has not been explored. We aimed to characterize the practice of POF among pediatric hospitalists to explore the perceived benefits and barriers and to identify preferences regarding POF. Methods: We developed a 14-item cross-sectional survey regarding divisional expectations, personal practice, perceived benefits and barriers, and preferences related to POF. We refined the survey based on expert feedback, cognitive interviews, and pilot testing, distributing the final survey to pediatric hospitalists at 12 institutions across the United States. Results: Of 357 eligible participants, 198 (56{\%}) responded, with 115 (58{\%}) practicing in a freestanding children's hospital. Although 61{\%} had participated in POF, less than one half (42{\%}) reported divisional POF expectation. The most common perceived benefits of POF were identifying areas for improvement (94{\%}) and learning about colleagues’ teaching and clinical styles (94{\%}). The greatest perceived barriers were time (51{\%}) and discomfort with receiving feedback from peers (38{\%}), although participation within a POF program reduced perceived barriers. Most (76{\%}) desired formal POF programs focused on improving teaching skills (85{\%}), clinical management (83{\%}), and family-centered rounds (82{\%}). Conclusions: Although the majority of faculty desired POF, developing a supportive environment and feasible program is challenging. This study provides considerations for improving and designing POF programs.",
keywords = "faculty development, feedback, peer observation",
author = "McDaniel, {Corrie E.} and Singh, {Amit T.} and Beck, {Jimmy B.} and Krista Birnie and Fromme, {H. Barrett} and Ginwalla, {Cherie F.} and Elena Griego and Marta King and Jennifer Maniscalco and Nazif, {Joanne M.} and Patra, {Kamakshya P.} and Elizabeth Seelbach and Walker, {Jacqueline M.} and Priti Bhansali",
year = "2019",
month = "1",
day = "1",
doi = "10.1016/j.acap.2019.03.005",
language = "English (US)",
journal = "Academic Pediatrics",
issn = "1876-2859",
publisher = "Elsevier Inc.",

}

TY - JOUR

T1 - Current Practices and Perspectives on Peer Observation and Feedback

T2 - A National Survey

AU - McDaniel, Corrie E.

AU - Singh, Amit T.

AU - Beck, Jimmy B.

AU - Birnie, Krista

AU - Fromme, H. Barrett

AU - Ginwalla, Cherie F.

AU - Griego, Elena

AU - King, Marta

AU - Maniscalco, Jennifer

AU - Nazif, Joanne M.

AU - Patra, Kamakshya P.

AU - Seelbach, Elizabeth

AU - Walker, Jacqueline M.

AU - Bhansali, Priti

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Objective: Peer observation and feedback (POF) is the direct observation of an activity performed by a colleague followed by feedback with the goal of improved performance and professional development. Although well described in the education literature, the use of POF as a tool for development beyond teaching skills has not been explored. We aimed to characterize the practice of POF among pediatric hospitalists to explore the perceived benefits and barriers and to identify preferences regarding POF. Methods: We developed a 14-item cross-sectional survey regarding divisional expectations, personal practice, perceived benefits and barriers, and preferences related to POF. We refined the survey based on expert feedback, cognitive interviews, and pilot testing, distributing the final survey to pediatric hospitalists at 12 institutions across the United States. Results: Of 357 eligible participants, 198 (56%) responded, with 115 (58%) practicing in a freestanding children's hospital. Although 61% had participated in POF, less than one half (42%) reported divisional POF expectation. The most common perceived benefits of POF were identifying areas for improvement (94%) and learning about colleagues’ teaching and clinical styles (94%). The greatest perceived barriers were time (51%) and discomfort with receiving feedback from peers (38%), although participation within a POF program reduced perceived barriers. Most (76%) desired formal POF programs focused on improving teaching skills (85%), clinical management (83%), and family-centered rounds (82%). Conclusions: Although the majority of faculty desired POF, developing a supportive environment and feasible program is challenging. This study provides considerations for improving and designing POF programs.

AB - Objective: Peer observation and feedback (POF) is the direct observation of an activity performed by a colleague followed by feedback with the goal of improved performance and professional development. Although well described in the education literature, the use of POF as a tool for development beyond teaching skills has not been explored. We aimed to characterize the practice of POF among pediatric hospitalists to explore the perceived benefits and barriers and to identify preferences regarding POF. Methods: We developed a 14-item cross-sectional survey regarding divisional expectations, personal practice, perceived benefits and barriers, and preferences related to POF. We refined the survey based on expert feedback, cognitive interviews, and pilot testing, distributing the final survey to pediatric hospitalists at 12 institutions across the United States. Results: Of 357 eligible participants, 198 (56%) responded, with 115 (58%) practicing in a freestanding children's hospital. Although 61% had participated in POF, less than one half (42%) reported divisional POF expectation. The most common perceived benefits of POF were identifying areas for improvement (94%) and learning about colleagues’ teaching and clinical styles (94%). The greatest perceived barriers were time (51%) and discomfort with receiving feedback from peers (38%), although participation within a POF program reduced perceived barriers. Most (76%) desired formal POF programs focused on improving teaching skills (85%), clinical management (83%), and family-centered rounds (82%). Conclusions: Although the majority of faculty desired POF, developing a supportive environment and feasible program is challenging. This study provides considerations for improving and designing POF programs.

KW - faculty development

KW - feedback

KW - peer observation

UR - http://www.scopus.com/inward/record.url?scp=85064936778&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85064936778&partnerID=8YFLogxK

U2 - 10.1016/j.acap.2019.03.005

DO - 10.1016/j.acap.2019.03.005

M3 - Article

C2 - 30910598

AN - SCOPUS:85064936778

JO - Academic Pediatrics

JF - Academic Pediatrics

SN - 1876-2859

ER -