Peer review of teaching: using the nominal group technique to improve a program in a university setting with no previous experience

In a peer-review of teaching (PRT) program, we aimed to i) use pre and post-observation questionnaires to enhance self-reflection, and ii) perform a nominal group technique (NGT) to agree on improvements. The questionnaires showed that PRT helped discovering new weaknesses but not new strengths, and that preconceived negative feelings vanished during the teaching observation. The NGT highlighted that ensuring the pairs of teachers belong to different knowledge areas and offering information to future participants may improve the PRT program and increase faculty participation. In conclusion, questionnaires along the PRT program promoted self-reflection and important improvements were made by the NGT.

Automated summary

In a peer-review of teaching (PRT) program, the use of pre and post-observation questionnaires enhanced self-reflection, while the nominal group technique (NGT) helped in reaching a consensus on improvements. The questionnaires revealed that PRT was effective in identifying weaknesses but not strengths, and teachers experienced a reduction in negative feelings during the observation process. The NGT emphasized the importance of pairing teachers from different knowledge areas and providing information to future participants to enhance the PRT program and increase faculty participation.