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

Published inTeaching and learning in medicine, vol. 29, no. 3, p. 313-325
Publication date2017
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.

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
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ISSN of the journal1040-1334
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Creation06/14/2017 4:17:00 PM
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