Teaching and Facilitation Development Form: GAPS Learning Cenre

• Document number

• SPOTS - Simulation Peer Observation Tool for Clinical Educators

• Key Descriptors Clinical educators; peer feedback; simulation-based learning; observation; briefing; debriefing; continuing professional development; teaching and learning.

• St. George's NHS Foundation Trust - GAPS Learning Centre, London

• Author: Huon Snelgrove

• Author and version Huon Snelgrove V. 1.4

  Date
• Position
  Address

Purpose

• 
  The purpose of this form is to help multi-professional clinical educators explore teaching practices through peer observation and feedback. The specific teaching context is small group learning combined with clinical simulation.
  
  The form should be discussed ahead of observation with the teacher being observed. Part of the discussion should focus on the kinds and areas of feedback the teacher wishes to focus upon.

Instructions

• 
  Before you start, review the form with the teacher being observed and discuss what areas for feedback are a priority for both of you. Your observations may be limited to a short session or extended over a day's programme. The responses and comments in this form are confidential.
  

Teacher and Programme Details

• Teacher/Facilitator's Name

• Role and Position

• Course Name

• Date and Time

  Date

• Purpose of Observation

  Select Workshop Short lecture Small group work Clinical Skills teaching In situ simulation exercise Laboratory simulation exercise Simulated patient tasks Part task simulators Patient simulators Bedside teaching

  • Workshop
  • Short lecture
  • Small group work
  • Clinical Skills teaching
  • In situ simulation exercise
  • Laboratory simulation exercise
  • Simulated patient tasks
  • Part task simulators
  • Patient simulators
  • Bedside teaching

• Peer Observer Name

• Type of Session

  Select Workshop Short lecture Small group work Clinical Skills teaching In situ simulation exercise Laboratory simulation exercise Simulated patient tasks Part task simulators Patient simulators Bedside teaching

  • Workshop
  • Short lecture
  • Small group work
  • Clinical Skills teaching
  • In situ simulation exercise
  • Laboratory simulation exercise
  • Simulated patient tasks
  • Part task simulators
  • Patient simulators
  • Bedside teaching

• Type of learner(s)

  Select Doctors Nurses Midwifes Medical students Nursing students Health care assistants Other health professions

  • Doctors
  • Nurses
  • Midwifes
  • Medical students
  • Nursing students
  • Health care assistants
  • Other health professions

• Number of Learners

• Duration of Observation

• Tick the box if you reviewed this form with the teacher before observations started

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

• Photo of Teaching Context

  Media
• Location in Hospital
  Address

Clinical Simulation Teaching

• Tick the box if the facilitator conducted a pre-simulation briefing with learners

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

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

  Yes

  No

  N/A

• Made explicit how team or individual performance would be judged (e.g. elicited standards)

  Yes

  No

  N/A

• Encouraged learners to mentally simulate - to anticipate behaviours, to imagine 'what if...?' - in the upcoming task.

  Yes

  No

  N/A

• Add Comments

Clinical Simulation - Task Management & Leadership

• Did the facilitator run the simulation exercise (Tick box if 'Yes')

• Is knowledgable and confident about the design of the simulation task(s) and understands aims, structure and expected outcomes.

  Yes

  No

  N/A

• Is able to trouble shoot logistic problems in the set up of the simulation exercise (e.g. Assist with microphones, monitor set up, mannequin set up, audio and video)

  Yes

  No

  N/A

• Consistently monitors the running of the simulation exercise and takes leadership when required - e.g. to direct clinical progression with physiological changes using control monitors or to take decisions to conclude the exercise;

  Yes

  No

  N/A

• Draws on different strategies to promote learning during the clinical simulation - e.g. giving participants the option to request bedside teaching; pausing the scenario for time out; etc.

  Yes

  No

  N/A

• Stresses the role of clinical simulation in improving professional practice both for individuals and teams.

  Yes

  No

  N/A

• Is effective in addressing both clinical and non technical issues related to the simulation scenarios - e.g. Anaphylaxis, team communication - and relating these to wider hospital system and safety questions

  Yes

  No

  N/A

• Add Comments

• Clinical simulation exercise photo

  Media

Clinical Simulation - Debrief

• Your observations may be based around a single debrief session or a series of different ones across the whole programme.

• Tick the box if the facilitator led the debriefing session

• Gives the opportunity to participants to come out of role ( e.g. How do you feel? How challenging was that? What did you enjoy most here?)

  Yes

  No

  N/A

• Focuses attention on the learning objectives and goals of the session (including individual and team feedback priorities from pre briefing)

  Yes

  No

  N/A

• Identifies which observers were assigned to give feedback on specific themes e.g. Rhonda was observing how the team shared information

  Yes

  No

  N/A

• Signposts transitions to different topics clearly throughout session (e.g. "So let's begin / move onto clinical management decisions now)

  Yes

  No

  N/A

• Encourages learners to actively 'seek' feedback from peers and tutors

  Yes

  No

  N/A

• Ensures that the discussion about what people observed is analytical - asks observers to describe WHAT they observed.

  Yes

  No

  N/A

• Provides feedback on individual and also team performance

  Yes

  No

  N/A

• Puts aside assumptions and judgements and uses a variety of question techniques - e.g. probing questions; what if questions - to involve observers and participants.

  Yes

  No

  N/A

• Uses different resources effectively (e.g. video; observer sheets; white board)

  Yes

  No

  N/A

• Highlights specific areas of good practice and also for improvement (e.g. identifies performance gaps in individuals and team)

  Yes

  No

  N/A

• Deploys silence strategically to put focus on learner discussion and to monitor their understandings.

  Yes

  No

  N/A

• Uses techniques like 'pair work' to give practice in areas which need improvement (e.g. 'Working in pairs re enact the SBAR handover for this patient)

  Yes

  No

  N/A

• Checks for group understanding and take home messages (e.g. asking learners to summarise key points)

  Yes

  No

  N/A

• Asks participants to reflect on what future learning strategies will be useful to fill the gaps in performance identified

  Yes

  No

  N/A

• Add Comments

• Add media

  Media

Small Group Facilitation & Teaching

• Tick the box if you observed the teacher in small group teaching & learning sessions.

• Sets clear goals for small group learning tasks and explains tasks clearly.

  Yes

  No

  N/A

• Builds on and relates task to prior knowledge and experience of learners

  Yes

  No

  N/A

• Relates activities to the perceived learning needs of participants

  Yes

  No

  N/A

• Enables group interaction by generating a positive atmosphere

  Yes

  No

  N/A

• Promotes critical thinking and collective problem solving

  Yes

  No

  N/A

• Finds a balance between leadership, active listening , questioning, reinforcing, reacting, clarifying and silent monitoring of discussions, and does not dominate the conversation

  Yes

  No

  N/A

• Draw layout of the small group work

  Drawing

• Add Comments

Interprofessional Learning

• Tick the box if the programme is multidisciplinary

• Arranges seating and activities to maximise involvement and interaction between different professional roles.

  Yes

  No

  N/A

• Questioning is done so that all professional roles are engaged and have equal opportunities to contribute to discussions

  Yes

  No

  N/A

• Shows awareness that learning needs to be paced and pitched to different needs In multidisciplinary groups.

  Yes

  No

  N/A

• Provides opportunities for different professional groups to learn with from and about each other.

  Yes

  No

  N/A

• Photo of inter-professional activity

  Media

• Add Comments

Teacher Traits

• Tick the box to rate personal teacher characteristics you observed

• All things considered, how would you rate this person's effectiveness today as a teacher? Indicate your agreement on the scale from 1-5 where: [5=Strongly Agree; 3= Neutral; 1= Strongly Disagree]

• Spoke clearly, audibly and at appropriate speed.

  5

  4

  3

  2

  1

• Made sure learners understood activities and objectives of the course

  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, eye contact and appropriate body language to engage the group

  5

  4

  3

  2

  1

• Successfully related to learners and stimulated their interest in course

  5

  4

  3

  2

  1

• Was sensitive to excessive 'teacher talking'

  5

  4

  3

  2

  1

• Showed how programme related clinical knowledge, practical skills and non technical skills to hospital practice.

  5

  4

  3

  2

  1

• Gave constructive feedback consistently to individuals and teams

  5

  4

  3

  2

  1

• Was well organised and prepared

  5

  4

  3

  2

  1

• Add Comments

Participant Feedback and Documentation

• Tick the box if documentation on feedback is available

• Tick all the available sources of feedback about the course from the choices listed

  Select Attendance register Badges Online course evaluation Paper-based evaluation form Tracking assessment Video playback

  • Attendance register
  • Badges
  • Online course evaluation
  • Paper-based evaluation form
  • Tracking assessment
  • Video playback

• The facilitator discussed participant feedback with colleagues at end of course

  Yes

  No

  N/A

• On a scale of 1-10 (where 1 is Poor and 10 is excellent) what was the overall feedback from the learners on this course.

Teaching Development Recommendations

• The observations you have recorded should be discussed with the teacher you observed before closing and saving the document as a PDF. The teacher's response to these observations can be recorded also.
  
  In your summary you should try to identify examples of excellent practice as well as areas where the teacher can strengthen their practice. Remember also to provide feedback on areas of teaching your colleague identified as most personally important.
  
  

• Examples of Excellent Practice

• Areas for development

• Suggestions for improvement

• General Comments

• Response to Feedback

• Global Evaluation of Teaching Session Today<br><br>

  Highly Effective

  Effective

  Developing

  Needs Improvement

  n/a

Sign Off

• On a scale of 1-10 how useful was this observation tool to explore teaching practice and give feedback? [ 1= Not useful at all -----10 = Extremely useful ]

• Observer's signature

  Sign

• Signature of teacher observed

  Sign