Audit

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
Purpose of Observation

Peer Observer Name

Type of Session
Type of learner(s)

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
Location in Hospital
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

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

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

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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.

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)

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;

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.

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

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

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Clinical simulation exercise photo
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?)

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

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

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

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

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

Provides feedback on individual and also team performance

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

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

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

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

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)

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

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

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Add 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.

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

Relates activities to the perceived learning needs of participants

Enables group interaction by generating a positive atmosphere

Promotes critical thinking and collective problem solving

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

Draw layout of the small group work

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Interprofessional Learning

Tick the box if the programme is multidisciplinary

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

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

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

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

Photo of inter-professional activity

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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.

Made sure learners understood activities and objectives of the course

Showed enthusiasm for teaching

Exhibited empathy and concern for learners

Used first names, eye contact and appropriate body language to engage the group

Successfully related to learners and stimulated their interest in course

Was sensitive to excessive 'teacher talking'

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

Gave constructive feedback consistently to individuals and teams

Was well organised and prepared

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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

The facilitator discussed participant feedback with colleagues at end of course

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

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
Signature of teacher observed
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.