通过同伴观察和反馈来培养学生的教学能力。

Developing students' teaching through peer observation and feedback.

作者信息

Rees Eliot L, Davies Benjamin, Eastwood Michael

机构信息

School of Medicine, Keele University, North Staffordshire, ST5 5BG, Keele, UK.

出版信息

Perspect Med Educ. 2015 Oct;4(5):268-271. doi: 10.1007/s40037-015-0213-9.

DOI:10.1007/s40037-015-0213-9

PMID:26358978

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC4602006/

Abstract

With the increasing popularity and scale of peer teaching, it is imperative to develop methods that ensure the quality of teaching provided by undergraduate students. We used an established faculty development and quality assurance process in a novel context: peer observation of teaching for undergraduate peer tutors. We have developed a form to record observations and aid the facilitation of feedback. In addition, experienced peer tutors have been trained to observe peer-taught sessions and provide tutors with verbal and written feedback. We have found peer observation of teaching to be a feasible and acceptable process for improving quality of teaching provided by undergraduate medical students. However, feedback regarding the quality of peer observer's feedback may help to develop students' abilities further.

摘要

随着同伴教学的日益普及和规模扩大，开发确保本科生教学质量的方法势在必行。我们在一个新的背景下采用了既定的教师发展和质量保证流程：对本科同伴辅导教师的教学进行同伴观察。我们设计了一种表格来记录观察情况并便于提供反馈。此外，还培训了有经验的同伴辅导教师去观察同伴授课的课程，并向辅导教师提供口头和书面反馈。我们发现，对教学进行同伴观察是提高本科医学生教学质量的一个可行且可接受的过程。然而，关于同伴观察者反馈质量的反馈可能有助于进一步培养学生的能力。