Peer observation of student-led teaching

IntroductionThe use of near-peer teaching in medical schools is increasing internationally. Peer observation of teaching (POT) is a useful and effective method for enhancing teaching experiences and quality, but its use among student peer teachers is not well documented. The aim of the study was to explore medical student perceptions on the value and limitations of POT.MethodsTen medical students were trained as observers. Using a previously developed model, they observed 27 teaching sessions led by other students (observees), with a pre- and post-observation meeting. Observers and observees completed a survey and group interview to explore their experiences. Descriptive analysis of survey data and thematic analysis of qualitative data were conducted.ResultsObservees found feedback valuable in learning about, reflecting on, and increasing confidence in teaching practice. They felt comfortable receiving feedback and reported positively about the observers in terms of: expertise, relatability, non-intimidating presence, and awareness of the target audience. Observers reported learning more about good teaching practice. While most observers found it enjoyable, several found some aspects of giving feedback uncomfortable. Most found it difficult to establish a satisfactory dynamic, citing lack of credibility and difficulty in eliminating hierarchies. Pre-existing friendships were reported by observers as both helping and hindering the dynamic.DiscussionBoth observers and observees gained from the experience of POT. However, observers lacked confidence in their credibility. Further work should address how best to implement POT into the curriculum to improve teaching practice in medical students. Further training or coaching could be considered to overcome observers' concerns.Practice pointsConsider coaching observers to address concerns of credibility.Consider collaborating with experienced staff to ensure evaluation is robust.To support sustainability, consider facilitation of experienced observers training those more junior in POT.Following initial training, observers could be given the chance to shadow an observer, do an observation and debrief with a trainer.

Automated summary

Peer observation of teaching (POT) has been shown to be valuable for medical students in terms of receiving feedback and improving teaching practice. However, some observers lack confidence in their credibility and face challenges in giving feedback. Further training and collaboration with experienced staff could help address these concerns and enhance the effectiveness of POT in medical education.