• Document No.

  • Audit Title

  • Place of Observation

  • Conducted on

  • Prepared by

  • Location
  • 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

  • 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<br>

  • 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.<br>

  • 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

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