Instructions

Purpose



This peer feedback tool is for multidisciplinary clinical teachers who incorporate simulation-based learning in their teaching.


Before you Start


1. Review the form with the teacher being observed 2. Discuss what areas for feedback are a priority for the teacher being observed
3. Decide the time frame of observation(s)
4. Once completed, discuss your observation with the teacher before signing off.

Audit

Teacher and Programme Details

Teacher/Facilitator's Name

Role/Position

Course Name

Date & Time
Purpose of Observation

Name of Peer Observer

Type of Teaching Session
Type of Learner Group
Number of learners

Duration of Observation

Location
Preparation for Observations

Is the teacher also the course developer/designer

Tick the bow if you reviewed the from with the teacher before observations started

What areas for feedback did the teacher identify as personally important?

Photo of Teaching Context
Clinical Simulation & Teaching

Tick the box if the facilitator is teaching with simulators or simulated patients

The facilitator conducted a pre-simulation briefing with learners

Put the learners at ease and created a supportive and motivating environment.

Gave learners a clear conception of the structure and goals of the learning activity

Explored learners' expectations and personal learning priorities (e.g. for feedback)

Made standards explicit on how individual or team performance would be judged

Encouraged learners to mentally simulate and anticipate behaviors in the upcoming task (e.g. with 'What if ...?' questions

Add comments

Clinical Simulation - Task Management & Leadership

Tick the box if the facilitator ran the simulation exercise

Has a clear understanding of the design, aims and expected outcomes of the simulation scenario

Works effectively with support staff to set up and trouble shoot the simulation task (e.g. checking technology, documentation or coordinating actors)

Monitors the simulation task and takes leadership when required - e.g to direct clinical progression or to pause or stop the exercise

Uses different strategies to support learning in simulation (e.g.using time out, bed-side teaching, phone a friend)

Links simulation-based learning to safety theory and wider system issues regarding professional practice.

Is effective in focussing on both clinical and non technical issues related to the simulation tasks.

Keeps to timings in running the simulation tasks

Add Comments

Add a photo of the exercise
Clinical Simulation - Debriefing

You can base your observations on a single debrief or a series of different ones across the programme

Tick the box if the facilitator led the debriefing session

Allows all the simulation participants to come out of role (e.g. How was that? What was challenging for the team? )

Explains structure of session, people's roles, and recalls learning objectives - including individual and team feedback priorities

Creates conditions so that learners take an active part in the debrief

Prompts learners to actively seek feedback on what is important to them.

Ensures that discussions about what people observed are analytical - (e.g. WHAT specific behaviors contributed to shared understandings in the team)

Re-aligns discussion to key learning themes, if necessary, and signposts transitions to different topics clearly.

Uses a variety of questioning techniques so that all learners are involved.

Uses techniques like 'pair-work' to generate discussion and or to give practice in specific skills (e.g. SBAR handovers)

Shares expertise and probes reasoning without being judgmental (e.g. using advocacy and inquiry techniques)

Reinforces areas of good practice to be shared.

Monitors group understanding and highlights take home messages (e.g. asking learners to summarize key points)

Elicits future strategies to bridge performance gaps.

Uses different teaching resources effectively (e.g. white boards, video, observer sheets)

Add Comments

Draw the layout of the session
Small Group Facilitation

Tick the box if you observed a small group teaching session

Sets clear goals for small group learning tasks and gives clear instructions.

Enables group interactions by generating a positive atmosphere where learners feel safe to speak up or make mistakes.

Builds on and relates tasks to prior knowledge and experience of learners.

Promotes critical thinking ad collective problem solving.

Use a variety of group dynamic techniques including:

Is sensitive to teacher talk and avoids dominating the conversation

Add comments

Take a picture of the session
Interprofessional Learning

Tick the box if the programme is multidisciplinary

Arranges seating and tasks to maximizes interaction between different professional roles

Participants have opportunities to learn with from and about each other

Questioning gives equal opportunities to different roles to engage in the discussion

Add comments

Add photo of interprofessional activity
General Teacher Traits

Tick the box to rate general teacher characteristics you observed

How would you rate this teacher's effectiveness today? Indicate your agreement with the statements on a scale of 1-5
[ 5=Strongly Agree. 3= Neutral. 1= Strongly Disagree

Spoke clearly and audibly at appropriate speed

Made sure learners understood activities and task goals

Showed enthusiasm for teaching

Exhibited empathy and concern for learners

Used first names consistently

Body language and eye contact was appropriate to engage learners

Related to learners and stimulated their interest in the course

Was sensitive to excessive teaching talking

Was able to draw in all the participants by catering to different learning needs and personality types

Fostered equal opportunities for all participants to contribute to activities - e.g. especially regarding gender differences, job roles, non native speakers

Gave constructive feedback consistently to individuals and teams

Was well organized and prepared

Add comments

Participant Feedback and Documentation

Tick the box if feedback documentation is available

Tick the sources of feedback available for this course

The facilitator reviewed and/or discussed participant feedback with colleagues at the end of the course

On a scale of 1-10 what was the overall feedback from learners about today's teaching?
[10 = Excellent. 5 = Satisfactory. 1= Poor.]
Teaching Development & Recommendations

Before completing this section discuss your observations with the teacher you observed.

Examples of Excellent Practice

Areas for Development

Suggestions for Improvement

Teacher's Response to Feedback

General Comments

Global Evaluation of Teaching Session Today.

Sign Off

On a scale of 1-10 how useful was this observation tool [ 1= Not useful at all 10 = Highly useful]
Observer's Signature
Teacher's Signature
Please note that this checklist is a hypothetical example and provides basic information only. It is not intended to take the place of, among other things, workplace, health and safety advice; medical advice, diagnosis, or treatment; or other applicable laws. You should also seek your own professional advice to determine if the use of such checklist is permissible in your workplace or jurisdiction.