University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina.
Am J Pharm Educ. 2022 Nov;86(8):ajpe8887. doi: 10.5688/ajpe8887. Epub 2022 Jan 5.
To examine and summarize policies and procedures for peer evaluation of teaching/instructional coaching (PET/IC) programs within departments, schools, and colleges of pharmacy and to identify opportunities for improving these based on best practices. A survey was sent to all Accreditation Council for Pharmacy Education (ACPE)-accredited pharmacy programs to collect information regarding procedures to support and evaluate PET/IC programs across institutions. Descriptive statistics were used to summarize the general features of PET/IC programs, and inferential statistics were used to make group comparisons based on institutional control (public, private) and institution age (0-10 years, older than 10 years). Surveys for 91 institutions were completed (response rate=64.5%). Most institutions (78.4%) reported having a PET/IC program. Most institutions with PET/IC programs reported using a combination of formative and summative evaluations (57.4%). The top purposes for PET/IC programs were faculty development (35.8%) and improving teaching (35.8%). Almost half of the PET/IC programs (46.3%) were mandatory for all faculty at the institutions. Most institutions (66.7%) had one standardized instrument used in their PET/IC program. Few institutions (11.9%) reported evaluating or being in the process of evaluating the effectiveness or success of their PET/IC program. Private institutions were more likely to incentivize observers than public institutions (17.1% vs 0). Overall, PET/IC programs are needed to assess and provide feedback to instructors about their teaching practices. While most institutions report having a PET/IC program, wide variability exists in how the programs are implemented. Opportunities exist for institutions to evaluate the effectiveness of their program and identify best practices.
检查和总结药学系、学院和学校内同行评议教学/教学辅导（PET/IC）计划的政策和程序，并根据最佳实践确定改进这些计划的机会。向所有药学教育认证委员会（ACPE）认可的药学课程发送了一份调查，以收集有关支持和评估跨机构 PET/IC 计划的程序信息。使用描述性统计来总结 PET/IC 计划的一般特征，并使用推断统计根据机构控制（公立、私立）和机构年龄（0-10 年、10 年以上）进行组间比较。完成了 91 个机构的调查（回复率=64.5%）。大多数机构（78.4%）报告有 PET/IC 计划。大多数有 PET/IC 计划的机构报告使用形成性和总结性评估的组合（57.4%）。PET/IC 计划的首要目的是教师发展（35.8%）和提高教学质量（35.8%）。近一半的 PET/IC 计划（46.3%）对机构内的所有教师都是强制性的。大多数机构（66.7%）在其 PET/IC 计划中使用一种标准化工具。很少有机构（11.9%）报告评估或正在评估其 PET/IC 计划的有效性或成功。私立机构比公立机构更有可能激励观察员（17.1%比 0）。总体而言，需要 PET/IC 计划来评估和提供反馈，以了解教师的教学实践情况。虽然大多数机构都报告有 PET/IC 计划，但在计划的实施方式上存在很大差异。机构有机会评估其计划的有效性，并确定最佳实践。
