Susan Frankl, MD
Lori Newman, EdM
Thursday, September 12, 2013 - 2-3:30 PM - TMEC 333 - RSVP
Wednesday, October 2, 2013 - 8:00-9:30 AM - TMEC 333- RSVP
Wednesday, November 14, 2013 -11:00-12:00 PM - TMEC amphitheater- RSVP
Thursday, December 5, 2013 - 3:30-5:00 PM - TMEC 333-RSVP
Thursday, January 16, 2014 - 3:30-5:00 PM - TMEC TBD- RSVP
Meredith Atkins, MD
Maren Batalden, MD
Lisa Breen, MD
Dara Brodsky, MD
David Brown, MD
Susan Burgin, MD
James Burns, MD
Anne Fabiny, MD
Laurie Fishman, MD
Holly Gooding, MD
Barbara Gottlieb, MD MPH
Anita Gupta, MD
Harley Haynes, MD
Tanzeema Hossain, MD
Kerri Palamara, MD
Toni Peters, PhD
Alberto Puig, MD PhD
David Roberts, MD
Lidia Schapira, MD
Anjala Tess, MD
Ann-Marie Thomas, MD
Robert Thomas, MD
Kamen Vlassakov, MD
Ruth Ann Vleugels, MD
The primary goals of the HMS Academy’s Interest Group in Peer Observation of Teaching are to develop a culture of teaching improvement across HMS; provide individualized faculty development for those involved in teaching at the UME, GME, and CME levels; and generate a community-wide conversation about best teaching practices. During the 2012-2013 academic year, we focused our efforts on a pilot peer observation of teaching program for the HMS Medical Ethics and Professionalism Course. For this program we used a pre-clerkship, small group, observation instrument previously developed by the interest group. Subcommittees of interest group members were formed to design, implement, and evaluation the pilot program. One subcommittee developed and ran an interactive, training session using video clips edited from an actual Medical Ethics class. A second subcommittee developed introductory material and an observation guide for the Medical Ethics’ faculty. A third subcommittee, developed post-observation surveys for both the observers and the Medical Ethics’ faculty participants. Interest group members were then paired with course faculty members and conducted individual observations of 2-hour small group sessions. Following each observation, the interest group observers met with the faculty members to debrief the experience, offer individualized feedback, and engage in a discussion of best teaching practices. All participants were surveyed at the conclusion of the observations and a summary of lessons learned was provided to the Medical Ethics course director.
For this academic year, the interest group aims to develop an approach to observe a new pedagogic method termed the “flipped classroom.” As part of the new HMS curriculum reform initiative, the flipped classroom and similar interactive, student-centered teaching methods will become common instructional approaches used during the pre-clerkship years.
- Catalogued HMS peer observation programs and instruments
- Designed a peer observation of teaching survey that was distributed to the HMS Academy membership and the pre-clinical faculty and course directors. Results of the survey indicate that the majority of respondents (n=159) are interested in a participating in a peer observation program and receiving training as a peer observer. Moreover, respondents believe that such a program would provide insight into their teaching and enhance their teaching skills.
- Presented an HMS symposium in 2011 to determine the elements needed to introduce peer observation of teaching in courses, clerkships, and residency programs as well as identify barriers and viable solutions to implementation of peer observation of teaching programs.
- Used a modified Delphi Method to create a consensus-derived peer observation instrument for formative assessment of pre-clerkship small group teaching
- Collaborated with the HMS Academy to present a 2013 symposium, “Maximizing the Power of Teaching Observations: Tools, Techniques and Training.” Participants of the symposium learned the value of peer observation of teaching for individualized faculty development; identified practical approaches and learned how to apply standardized tools to the peer observation of teaching process; identify common teaching observation pitfalls and generated techniques to troubleshoot these issues; and considered and learned to address the challenges of providing feedback to a faculty member on his/her teaching
If you have any information of current HMS and HMS-Affiliated peer observation faculty teaching activities, please help us gather data by filling out this form:
Interest Group Resources:
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Prober CG, Khan S. Medical Education Reimagined: A Call to Action.
Mehta NB, Hull AL, Young JB, Stoller JK. Just Imagine: New Paradigms for Medical Education.
Talbert R. What’s Different about the Inverted Classroom?
Prober CG. Heath C. Lecture Halls without Lectures—A Proposal for Medical Education.
Educase. Seven Things You Should Know About Flipped Classrooms
Brinko, Kathleen T. The Practice of Giving Feedback to Improve Teaching: What is Effective? The Journal of Higher Education, Vol. 64, No. 5 (Sep. - Oct., 1993), pp. 574-593.
De Villiers, Mariet. The Delphi Technique in Health Sciences Education Research. Medical Teacher. 2005. Vol 27;7.
Finn, Kathleen. How to become a better clinical teacher: A collaborative peer observation process. 2011. Medical Teacher. 2011; 33. Pp.151–155.
Siddiqui, Zarrin Seema. Twelve tips for peer observation of teaching. 2007. Medical Teacher. 29: Pp. 297–300.
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