UNIGE document Scientific Article
previous document  unige:94870  next document
add to browser collection
Title

Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation

Authors
Published in Teaching and learning in medicine. 2017, vol. 29, no. 3, p. 313-325
Abstract Problem: Good teaching requires spontaneous, immediate, and appropriate action in response to various situations. It is even more crucial in problem-based learning (PBL) tutorials, as the tutors, while directing students toward the identification and attainment of learning objectives, must stimulate them to contribute to the process and provide them with constructive feedback. PBL tutors in medicine lack opportunities to receive feedback from their peers on their teaching strategies. Moreover, as tutorials provide little or no time to stop and think, more could be learned by reflecting on the experience than from the experience itself. We designed and evaluated a faculty development approach to developing PBL tutors that combined self-reflection and peer feedback processes, both powerful techniques for improving performance in education.
Identifiers
Full text
Article (Published version) (336 Kb) - document accessible for UNIGE members only Limited access to UNIGE
Article (Accepted version) (340 Kb) - public document Free access
Structures
Research groups Formation des formateurs et acquisition des compétences pédagogiques (879)
Rôles des cytokines de la famille du TNF dans les infections mycobactériennes (500)
Citation
(ISO format)
GARCIA, Irène et al. Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation. In: Teaching and learning in medicine, 2017, vol. 29, n° 3, p. 313-325. doi: 10.1080/10401334.2017.1279056 https://archive-ouverte.unige.ch/unige:94870

528 hits

276 downloads

Update

Deposited on : 2017-06-14

Export document
Format :
Citation style :