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.
- Faculty Development
Name of Peer Observer
- Small group work
- In situ simulation
- Laboratory simulation
- Patient simulators
- Part-task simulators
- Bed side teaching
- Clinical skills teaching
- Short Lecture
- Health Care Assistants
- Physician Assistants
- Medical students
- Nursing students
- Other health care professionals
Duration of Observation
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?
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
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
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)
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.
- Active listening
- Open questions
- Non-verbal direction
- What if questions
- Silent monitoring
- Advocacy & Inquiry
Is sensitive to teacher talk and avoids dominating the conversation
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
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
Tick the box if feedback documentation is available
- Attendance Register
- Online course evaluation
- 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
[10 = Excellent. 5 = Satisfactory. 1= Poor.]
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
Global Evaluation of Teaching Session Today.