Clinical Teaching Peer Review

• Document No.

• Audit Title

• Place of Observation

• Conducted on

  Date

• Prepared by

• Location
  Address

• Personnel

• 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.

Teacher and Programme Details

• Teacher/Facilitator's Name

• Role/Position

• Course Name

• Date & Time

  Date

• Purpose of Observation

  Select Faculty Development Train-the-Trainer Appraisal Referral

  • Faculty Development
  • Train-the-Trainer
  • Appraisal
  • Referral

• Name of Peer Observer

• Type of Teaching Session

  Select Workshop Small group work In situ simulation Laboratory simulation Patient simulators Simulated-patient Part-task simulators Bed side teaching Clinical skills teaching Short Lecture

  • Workshop
  • Small group work
  • In situ simulation
  • Laboratory simulation
  • Patient simulators
  • Simulated-patient
  • Part-task simulators
  • Bed side teaching
  • Clinical skills teaching
  • Short Lecture

• Type of Learner Group

  Select Nurses Doctors Midwives Trainees Consultants Health Care Assistants Physician Assistants Medical students Nursing students Other health care professionals

  • Nurses
  • Doctors
  • Midwives
  • Trainees
  • Consultants
  • Health Care Assistants
  • Physician Assistants
  • Medical students
  • Nursing students
  • Other health care professionals

• Number of learners

  Select 1-4 5-8 9-12 13-16 17-20 >20

  • 1-4
  • 5-8
  • 9-12
  • 13-16
  • 17-20
  • >20

• Duration of Observation

  0-1 hr

  1-2 hrs

  2-3 hrs

  3- 4 hrs

  > 4 hrs
• Location
  Address

Preparation for Observations

• Is the teacher also the course developer/designer

  Yes

  No

  N/A

• 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

  Media

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<br>

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

• 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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

• Keeps to timings in running the simulation tasks

  Yes

  In-Part

  No

  N/A

• Add Comments

• Add a photo of the exercise

  Media

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? )

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

• Reinforces areas of good practice to be shared.

  Yes

  In-Part

  No

  N/A

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

  Yes

  No

  N/A

• Elicits future strategies to bridge performance gaps.

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

• Add Comments

• Draw the layout of the session

  Drawing

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.

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

• Promotes critical thinking ad collective problem solving.

  Yes

  In-Part

  No

  N/A

• Use a variety of group dynamic techniques including:

  Select Active listening Reinforcing Clarifying Open questions Synthesising Non-verbal direction What if questions Silent monitoring Advocacy & Inquiry Signposting

  • Active listening
  • Reinforcing
  • Clarifying
  • Open questions
  • Synthesising
  • Non-verbal direction
  • What if questions
  • Silent monitoring
  • Advocacy & Inquiry
  • Signposting

• Is sensitive to teacher talk and avoids dominating the conversation

  Yes

  In-Part

  No

  N/A

• Add comments

• Take a picture of the session

  Media

Interprofessional Learning

• Tick the box if the programme is multidisciplinary

• Arranges seating and tasks to maximizes interaction between different professional roles

  Yes

  In-Part

  No

  N/A

• Participants have opportunities to learn with from and about each other

  Yes

  In-Part

  No

  N/A

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

  Yes

  In-Part

  No

  N/A

• Add comments

• Add photo of interprofessional activity

  Media

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

  5

  4

  3

  2

  1

• Made sure learners understood activities and task goals

  5

  4

  3

  2

  1

• Showed enthusiasm for teaching

  5

  4

  3

  2

  1

• Exhibited empathy and concern for learners

  5

  4

  3

  2

  1

• Used first names consistently

  5

  4

  3

  2

  1

• Body language and eye contact was appropriate to engage learners

  5

  4

  3

  2

  1

• Related to learners and stimulated their interest in the course

  5

  4

  3

  2

  1

• Was sensitive to excessive teaching talking

  5

  4

  3

  2

  1

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

  5

  4

  3

  2

  1

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

  5

  4

  3

  2

  1

• Gave constructive feedback consistently to individuals and teams

  5

  4

  3

  2

  1

• Was well organized and prepared

  5

  4

  3

  2

  1

• Add comments

Participant Feedback and Documentation

• Tick the box if feedback documentation is available

• Tick the sources of feedback available for this course

  Select Attendance Register Online course evaluation Badges Paper-based evaluation Pre-post tests Video playback Staff evaluation Test results

  • Attendance Register
  • Online course evaluation
  • Badges
  • Paper-based evaluation
  • Pre-post tests
  • Video playback
  • Staff evaluation
  • Test results

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

  Yes

  In-Part

  No

  N/A

• 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.

  Highly Effective

  Effective

  Developing

  Needs Improvement

  N/A

• On a scale of 1-10 how useful was this observation tool [ 1= Not useful at all 10 = Highly useful]

• Observer's Signature

  Sign

• Teacher's Signature

  Sign