Peer Observation of Teaching

Meet with the teacher you are observing

• Prior to the scheduled observation, meet with the observed faculty (Teacher) to establish a few specific goals/areas of focus for the observation. If it is difficult to find time to meet in person you can always schedule a zoom meeting. If you have not already done so, use this meeting to schedule the observation day and the post-observation session.
• Review the Peer Observation Classroom/Lecture Teaching Coaching Form (download form | view form) and check with the Teacher you will be observing about their specific areas of focus for this observation. You will use this form to record your observations of the teaching session.
• IMPORTANT: Check with the teacher if they are planning to use this peer observation as part of the peer observation of teaching requirement for Promotion and Tenure.  If they are, you will need to complete the Promotion and Tenure Supplemental Section of the Post-Observation Questionnaire in Qualtrics.  The feedback you enter into the Supplemental Section will automatically be sent to the teacher you are observing via Qualtrics, and they will be able to include your feedback in their Promotion and Tenure dossier. The “Supplemental Section” replicates the first two pages of the Peer Observation Classroom/Lecture Teaching Coaching Form (download form | view form), so printing out the form and including details during the observation will facilitate completing the form in Qualtrics.

Pre-observation preparation

• Prior to the observation, please review:
  • Twenty-One Classroom Teaching Strategies.
  • If a focus for your review will be on active learning, please review these helpful resources from the Center for Educational Innovation: 
        Active Learning
  • If a focus for your review will be on improving slides, then please review
        Mayer’s Principles as this is a very useful resource.  
• Complete the Pre-Observation Questionnaire: Classroom Teaching (Coach) in Qualtrics.
• Print out the Peer Observation Classroom/Lecture Teaching Coaching Form (download form | view form) to take with you to the observation. Make sure you write down the specific goals set by the teacher you will be observing.

• Meet the observed faculty (teacher) at the agreed upon time and place.
• If it is a large classroom, there is no need for introduction, but if it is a smaller group, the observed faculty member may introduce you to the class.
• Record your notes about the teaching behaviors and approaches you observe using the Peer Observation Classroom/Lecture Teaching Coaching Form (download form | view form). For each teaching domain, there are prompts of specific teaching behaviors that may help guide your observation.  Focus on the areas identified with the observed faculty as their goals. Use the first two pages of the form to record your observations and take notes, and then summarize your comments on the third page of the form, which can be given to the observed teacher. Whenever possible give specific examples.

• Prior to the session, review the paper: Twelve Tips for Providing Peer Feedback.
• This session provides an opportunity for you and the observed faculty to reflect on the teaching observation, share ideas and talk about approaches you might try in the future.
• Start by asking the observed faculty for any of their reflections on the experience.
• A good way to start the next portion of the session is to share something you learned or something that you might want to try during your next teaching session based on what you observed.
• Then review your written observations from the Peer Observation Classroom/Lecture Teaching Coaching Form (download form | view form) with the observed faculty.  Do not feel you need to limit discussion to the form.  There are tips at the end of the form on how to structure this conversation.  Again, this is meant to be a conversation.
• Complete and submit the Post-Observation Questionnaire: Classroom Teaching (Coach) form that you were emailed after you submitted the Pre-Observation Questionnaire in Qualtrics by describing one or more areas that you plan to focus on in your teaching and the approaches or strategies you plan to try in the next year. Note: you will also receive a survey 6 months after your peer observation to assess how this process has affected your teaching.  Participation in this survey is optional from the standpoint of your incentive but will help us guide future faculty development.

Schedule the observation

• The observation should be scheduled for 1-2 hours of classroom teaching.

Meet with your observer

• Prior to the scheduled observation, meet with your observer to share a few specific goals/areas of focus for the observation. The Peer Observation Classroom/Lecture Teaching Coaching Form (download form | view form) can serve as a prompt for potential areas of focus. If it is difficult to find time to meet in person you can always schedule a zoom meeting. If you have not already done so, use this meeting to schedule a time that works for you and your coach to have the observation day and the post-observation session.
• Let your observer know if you are planning to use this observation as part of your Promotion and Tenure peer observation of teaching requirement and ask them to please complete the Promotion and Tenure Supplemental Section of the Post-Observation Questionnaire in Qualtrics.  The feedback they enter into the Supplemental Section will automatically be sent to you in an email via Qualtrics. Save the email for your records and to include in your Promotion and Tenure dossier.

Pre-observation preparation

• Prior to the observation, please review:
  • Twenty-One Classroom Teaching Strategies.
  • If a focus for your review will be on active learning, please review these helpful resources: 
        Active Learning 
        Large Classroom Active Learning Strategies.
  • If a focus for your review will be on improving slides, then please review
        Mayer’s Principles as this is a very useful resource.  
• Complete the Pre-Observation Questionnaire: Classroom Teaching (Teacher) form in Qualtrics.
• Make sure you write down your specific goals for the session and share them with your coach.

• Meet the observing faculty member at the agreed upon time.
• If it is a large classroom, there is no need for an introduction, but if it is a smaller group it may feel more comfortable to introduce the person who will be doing your observation to your class with something like, “As part of the department’s goal to improve teaching we periodically observe each other’s teaching and talk about what we can learn from each other. This is not an evaluation and the observer will not participate in the teaching today, so please do not direct questions to them.”
• Conduct your teaching as usual without engaging the observer other than for introductions.

• Prior to this session, review the paper: Twelve Tips for Making the Best Use of Feedback.
• This session provides an opportunity for you and your coach to reflect on the teaching observation, share ideas and talk about approaches you both might try in the future.
• Consider starting the session by sharing any reflections you may have related to the experience.
• Together with your coach,  review their observations from the Peer Observation Classroom/Lecture Teaching Coaching Form as a starting point to your discussion.
• Complete and submit the Post-Observation Questionnaire: Classroom Teaching (Teacher) form that you were emailed after you submitted the Pre-Observation form in Qualtrics by describing one or more areas that you plan to focus on in your teaching and the approaches or strategies you plan to try in the next year.
  Note: you will also receive a survey 6 months after your peer observation to assess how this process has affected your teaching.  Participation in this survey is optional from the standpoint of your incentive, but will help us guide future faculty development.

Feedback

• Van der Leeuw RM, Slootweg IA. Twelve tips for making the best use of feedback. Med Teach. 2013;35(5):348-351.
• Newman LR, Roberts DH, Frankl SE. Twelve tips for providing feedback to peers about their teaching. Med Teach. 2019;41(10):1118-1123.

Classroom Teaching

• Tanner K. Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE-LSE. 2013; 12:322-331.
• Issa N, Schuller M, Santacaterina S, et al. Applying multimedia design principles enhances learning in medical education. Med Educ. 2011;45(8):818-826.
• University of Minnesota Center for Educational Innovation https://cei.umn.edu/teaching-resources/active-learning 

Prior to Observation

Meet with the teacher you are observing:

• Prior to the scheduled observation, meet with the observed faculty (Teacher) to establish a few specific goals/areas of focus for the observation. If it is difficult to find time to meet in person you can always schedule a Zoom meeting. If you have not already done so, use this meeting to schedule the observation day and the post-observation session.
• Review the Peer Observation Small Group Teaching Coaching Form (download form | view form) and check with the Teacher you will be observing about their specific areas of focus for this observation.  You will use this form to record your observations of the teaching session.
• IMPORTANT: Check with the observed teacher if they are planning to use this observation as part of the peer observation of teaching requirement for Promotion and Tenure.  If they are, you will need to complete the Promotion and Tenure Supplemental Section of the Post-Observation Questionnaire in Qualtrics.  The feedback you enter into the Supplemental Section will automatically be sent to the teacher you are observing via Qualtrics, and they will be able to include your feedback in their Promotion and Tenure dossier. The “Supplemental Section” replicates the first two pages of the Peer Observation Small Group Teaching Coaching Form (download form | view form), printing out the form and including details will facilitate completing the form in Qualtrics.

Pre-observation preparation

• Prior to the observation, please review:
  • Facilitating Small Group Learning in the Health Professions
  • Effective Small Learning: AMEE Guide No.48
  • Twelve tips for effective small-group teaching in the health professions
• Complete the Pre-Observation Questionnaire: Small Group Teaching (Coach) in Qualtrics
• Print out the Peer Observation Small Group Teaching Form to take with you to the observation. Make sure you write down the specific goals set by the teacher you will be observing.

• Meet the observed faculty (teacher) at the agreed upon time and place.
• The observed faculty member may introduce you to the class.
• Record your notes about the teaching behaviors and approaches you observe using the Peer Observation Small Group Teaching Coaching Form (download form | view form). For each teaching domain, there are prompts of specific teaching behaviors that may help guide your observation. Focus on the areas identified with the observed faculty as their goals. Use the first two pages of the form to record your observations and take notes, and then summarize your comments on the third page of the form, which will be given to the observed teacher. Whenever possible give specific examples. 

• Prior to the session, review the paper: Twelve Tips for Providing Peer Feedback.
• This session provides an opportunity for you and the observed faculty to reflect on the teaching observation, share ideas and talk about approaches you might try in the future.
• Start by asking the observed faculty for any of their reflections on the experience.
• A good way to start the next portion of the session is to share something you learned or something that you might want to try during your next teaching session based on what you observed.
• Then review your written observations from the Peer Observation Small Group Teaching Coaching Form (download form | view form) with the observed faculty. Do not feel you need to limit discussion to the form. Again, this is meant to be a conversation.
• Complete and submit the Post-Observation Questionnaire: Small Group Teaching (Coach) form that you were emailed after you submitted the Pre-Observation Questionnaire in Qualtrics by describing one or more areas that you plan to focus on in your teaching and the approaches or strategies you plan to try in the next year. Note: you will also receive a survey 6 months after your peer observation to assess how this process has affected your teaching. Participation in this survey is optional from the standpoint of your incentive, but will help us guide future faculty development.

Prior to Observation

Schedule the observation:

• The observation should be scheduled for 1-2 hours of small group teaching depending on the length of the small group session

Meet with your observer

•  Prior to the scheduled observation, meet with your observer to share a few specific goals/areas of focus for the observation. The Peer Observation Small Group Teaching Coaching Form (download form | view form) can serve as a prompt for potential areas of focus. If it is difficult to find time to meet in person you can always schedule a Zoom meeting. If you have not already done so, use this meeting to schedule a time that works for you and your coach to have the observation day and the post-observation session.
• Let your observer know if you are planning to use this observation as part of your Promotion and Tenure peer observation of teaching requirement and ask them to please complete the Promotion and Tenure Supplemental Section of the Post-Observation Questionnaire in Qualtrics.  The feedback they enter into the Supplemental Section will automatically be sent to you in an email via Qualtrics.  Save the email for your records and to include in your Promotion and Tenure dossier.

Pre-observation preparation

• Prior to the observation, please review:
  • Facilitating Small Group Learning in the Health Professions
  • Effective Small Learning: AMEE Guide No.48
  • Twelve Tips for Making the Best Use of Feedback
• Complete the Pre-Observation Questionnaire: Small Group Teaching (Teacher) form in Qualtrics
• Make sure you write down your specific goals for the session and share them with your coach.

• Meet your coach at the agreed upon time.
• You may introduce your coach to your small group with something like, “As part of the department’s goal to improve teaching we periodically observe each other’s teaching and talk about what we can learn from each other. This is not an evaluation and the observer will not participate in the teaching today, so please do not direct questions to them.”
• Conduct your teaching as usual without engaging your coach other than for introductions.

• Prior to this session, review the paper: Twelve Tips for Making the Best Use of Feedback.
• This session provides an opportunity for you and your coach to reflect on the teaching observation, share ideas and talk about approaches you both might try in the future.
• Consider starting the session by sharing any reflections you may have related to the experience.
• Together with your coach, review their observations from the Peer Observation Small Group Coaching Form as a starting point to your discussion.
• Complete the Post-Observation Questionnaire: Small Group Teaching (Teacher) form that you were emailed after you submitted the Pre-Observation Questionnaire in Qualtrics by describing one or more areas that you plan to focus on in your teaching and the approaches or strategies you plan to try in the next year. Note: you will also receive a survey 6 months after your peer observation to assess how this process has affected your teaching. Participation in this survey is optional from the standpoint of your incentive, but will help us guide future faculty development.

Feedback

• Van der Leeuw RM, Slootweg IA. Twelve tips for making the best use of feedback. Med Teach. 2013;35(5):348-351.
• Newman LR, Roberts DH, Frankl SE. Twelve tips for providing feedback to peers about their teaching. Med Teach. 2019;41(10):1118-1123.

For Small Group Teaching 

• Burgess, A., van Diggele, C., Roberts, C. et al. Facilitating small group learning in the health professions. BMC Med Educ 20 (Suppl 2), 457 (2020). https://doi.org/10.1186/s12909-020-02282-3
• Edmunds S, Brown G. Effective small group learning: AMEE Guide No. 48. Med Teach. 2010;32(9):715-26. doi: 10.3109/0142159X.2010.505454. PMID: 20795801.
• Steinert, Y. (1996). Twelve tips for effective small-group teaching in the health professions. Medical Teacher, 18(3), 203–207. https://doi.org/10.3109/01421599609034161

Meet with the teacher you are observing

• Prior to the scheduled observation, meet with the observed faculty (Teacher) to establish a few specific goals/areas of focus for the observation. If it is difficult to find time to meet in person you can always schedule a Zoom meeting. If you have not already done so, use this meeting to schedule the observation day and the post-observation session.
• Review the Peer Observation Procedural Skills Teaching Coaching Form (download form | view form) and check with the Teacher you will be observing about their specific areas of focus for this observation.  You will use this form to record your observations of the teaching session.
• IMPORTANT: Check with the observed teacher if they are planning to use this observation as part of their peer observation of teaching requirement for Promotion and Tenure.  If they are, you will need to complete the Promotion and Tenure Supplemental Section of the Post-Observation Questionnaire in Qualtrics.  The feedback you enter into the Supplemental Section will automatically be sent to the teacher you are observing via Qualtrics, and they will be able to include your feedback in their Promotion and Tenure dossier. The “Supplemental Section” replicates the first two pages of the Peer Observation Procedural Skills Teaching Coaching Form (download form | view form), so completing the form during the observation will facilitate completing the form in Qualtrics.

Pre-observation preparation

• Prior to the observation, please review:
  • Seven Principles for Teaching Procedural and Technical Skills
  • Teaching Procedural Skills
  • Tips for Teaching Procedural Skills
• Complete the Pre-Observation Questionnaire: Procedural Skills Teaching (Coach) Pre-Observation form in Qualtrics
• Print out the Peer Observation Procedural Skills Teaching Coaching Form (download form | view form) to take with you to the observation. Make sure you write down the specific goals set by the teacher you will be observing.

• Meet the observed faculty (teacher) at the agreed upon time and place.
• The observed faculty member will introduce you to their team.
• Record your notes about the teaching behaviors and approaches you observe using the Peer Observation Procedural Skills Teaching Coaching Form (download form | view form). For each teaching domain, there are prompts of specific teaching behaviors that may help guide your observation. Focus on the areas identified with the observed faculty as their goals. Use the first two pages of the form to record your observations and take notes, and then summarize your comments on the third page of the form, which can be given to the observed teacher.
• Whenever possible note specific examples to use when debriefing with the observed faculty, but do not record protected health information or learner information on the Peer Observation Procedural Skills Teaching Coaching Form (download form | view form).

• Prior to the session, review the paper: Twelve Tips for Providing Peer Feedback.
• This session provides an opportunity for you and the observed faculty to reflect on the teaching observation, share ideas and talk about approaches you might try in the future.
• Start by asking the observed faculty for any of their reflections on the experience.
• A good way to start the next portion of the session is to share something you learned or something that you might want to try during your next teaching session based on what you observed.
• Then review your written observations from the Peer Observation Procedural Skills Teaching Coaching Form (download form | view form) with the observed faculty. Do not feel you need to limit discussion to the form. Again, this is meant to be a conversation.
• Complete and submit the Post-Observation Questionnaire: Procedural Skills Teaching (Coach) that you were emailed after you submitted the Pre-Observation Questionnaire by describing one or more areas that you plan to focus on in your teaching and the approaches or strategies you plan to try in the next year.
  Note: you will also receive a survey 6 months after your peer observation to assess how this process has affected your teaching. Participation in this survey is optional from the standpoint of your incentive, but will help us guide future faculty development.

Schedule the observation

• The observation should be scheduled for the length of the planned procedure. 

Meet with your observer

• Prior to the scheduled observation, meet with your observer to share a few specific goals/areas of focus for the observation. The Peer Observation Procedural Skills Teaching Coaching Form (download form | view form) can serve as a prompt for potential areas of focus. If it is difficult to find time to meet in person you can always schedule a Zoom meeting. If you have not already done so, use this meeting to schedule a time that works for you and your coach to have the observation day and the post-observation session.
• Let your observer know if you are planning to use this observation as part of your Promotion and Tenure peer observation of teaching requirement and ask them to please complete the Promotion and Tenure Supplemental Section of the Post-Observation Questionnaire in Qualtrics.  The feedback they enter into the Supplemental Section will automatically be sent to you in an email via Qualtrics.  Save the email for your records and to include in your Promotion and Tenure dossier.

Pre-observation preparation

• Prior to the observation, please review:
  • Seven Principles for Teaching Procedural and Technical Skills
  • Teaching Procedural Skills
  • Tips for Teaching Procedural Skills
• Complete the Pre-Observation Questionnaire: Procedural Skills Teaching (Teacher) in Qualtrics
• Make sure you write down your specific goals for the session and share them with your coach. 

• Meet your coach at the agreed upon time.
• Introduce your coach to your team and explain their role. You could introduce them with something like, “As part of the department’s goal to improve teaching we periodically observe each other’s teaching and talk about what we can learn from each other. This is not an evaluation and the observer will not participate in the teaching today, so please do not direct questions to them.”
• As you enter patient rooms be sure to introduce your observer to the patient and explain that they are an observing physician.
• Conduct your teaching as usual without engaging your coach other than for introductions.

• Prior to this session, review the paper: Twelve Tips for Making the Best Use of Feedback.
• This session provides an opportunity for you and your coach to reflect on the teaching observation, share ideas and talk about approaches you both might try in the future.
• Consider starting the session by sharing any reflections you may have related to the experience.
• Together with your coach, review their observations from the he Peer Observation Procedural Skills Teaching Coaching Form (download form | view form) as a starting point to your discussion.
• Complete and submit the Post-Observation Questionnaire: Procedural Skills Teaching (Teacher) that you were emailed after you submitted the Pre-Observation Questionnaire by describing one or more areas that you plan to focus on in your teaching and the approaches or strategies you plan to try in the next year. Note: you will also receive a survey 6 months after your peer observation to assess how this process has affected your teaching. Participation in this survey is optional from the standpoint of your incentive, but will help us guide future faculty development.

Procedural Teaching

• McLeod PJ, Steinert Y, Trudel J, Gottesman R. Seven principles for teaching procedural and technical skills. Acad Med. 2001 Oct;76(10):1080. doi: 10.1097/00001888-200110000-00023. PMID: 11597855.
• Burgess, A., van Diggele, C., Roberts, C. et al. Tips for teaching procedural skills. BMC Med Educ 20 (Suppl 2), 458 (2020). https://doi.org/10.1186/s12909-020-02284-1
• Practice Teaching Rounds. Teaching procedural skills BMJ 2008; 336 doi: https://doi.org/10.1136/bmj.39517.686956.47 

Feedback

• Van der Leeuw RM, Slootweg IA. Twelve tips for making the best use of feedback. Med Teach. 2013;35(5):348-351.
• Newman LR, Roberts DH, Frankl SE. Twelve tips for providing feedback to peers about their teaching. Med Teach. 2019;41(10):1118-1123.

Meet with the teacher you are observing

• Prior to the scheduled observation, meet with the faculty member you will be observing to establish a few specific goals/areas of focus for the observation.  If it is difficult to find time to meet in person you can always schedule a Zoom meeting. If you have not already done so, you may use this meeting to schedule the observation day and the post-observation session.
• Review the Peer Observation of Clinic Teaching Coaching Form (download form | view form) and check with the Teacher you will be observing about their specific areas of focus for this observation.  You will use this form to record your observations of the teaching session.
• IMPORTANT: Check with the observed teacher if they are planning to use this observation as part of the peer observation of teaching requirement for Promotion and Tenure.  If they are, you will need to complete the Promotion and Tenure Supplemental Section of the Post-Observation Questionnaire in Qualtrics.  The feedback you enter into the Supplemental Section will automatically be sent to the teacher you are observing via Qualtrics, and they will be able to include your feedback in their Promotion and Tenure dossier.  The “Supplemental Section” replicates the first two pages of the Peer Observation of Clinic Teaching Coaching Form (download form | view form), so completing the form during the observation will faciliate completing the form in Qualtrics later.

Pre-observation preparation

Prior to the observation, please review:

• AMEE Guide to Clinic Teaching
• Complete the Pre-Observation Questionnaire: Clinic Teaching (Coach) in Qualtrics
• Print out the Peer Observation of Clinic Teaching Coaching Form (download form | view form) to take with you to the observation.  Make sure you write down the specific goals set by the teacher you will be observing.

• Meet the observed faculty at the agreed upon time. Discuss whether you will only watch teaching that happens outside of the patient room, such as in the collaboration area, or if you will also accompany them into patient exam rooms.
• The observed faculty member will introduce you to their clinic team and learners.
• Record your notes about the teaching behaviors and approaches you observe using the Peer Observation of Clinic Teaching Coaching Form (download form | view form). For each teaching domain, there are prompts of specific teaching behaviors that may help guide your observation. Focus on the areas identified with the observed faculty as their goals. Use the first two pages of the form to record your observations and take notes, and then summarize your comments on the third page of the form, which can be given to the observed teacher.
• Whenever possible, note specific examples to use when debriefing with the observed faculty, but do not record protected health information or learner information on the Peer Observation of Clinic Teaching Coaching Form (download form | view form).

• Prior to the session, review the paper Twelve Tips for Providing Peer Feedback.
• This session provides an opportunity for you and the observed faculty to reflect on the teaching observation, share ideas and talk about approaches you might try in the future.
• Start by asking the observed faculty for any of their reflections on the experience.
• A good way to start the next portion of the session is to share something that you learned or something that you might want to try during your next teaching session based on what you observed.
• Then review your written observations from the Peer Observation of Clinic Teaching Coaching Form (download form | view form) with the observed faculty. Do not feel you need to limit discussion to the form or include every area on the form. There are tips at the end of the form on how to structure this conversation.  Again, this is meant to be a conversation.
• Complete the Post-Observation Questionnaire: Clinic Teaching (Coach) form that you were emailed after you submitted your Pre-Observation Questionnaire in Qualtrics by describing one or more areas that you plan to focus on in your teaching and the approaches or strategies you plan to try in the next year. 
  Note: you will also receive a survey 6 months after your peer observation to assess how this process has affected your teaching.  Participation in this survey is optional from the standpoint of your incentive, but will help us guide future faculty development.

Prior to Observation

Schedule the observation

• The observation should be scheduled for 1-2 hours of clinic teaching

Meet with your observer

• Prior to the scheduled observation, meet with your observer to establish a few specific goals/areas of focus for the observation. The Peer Observation of Clinic Teaching Coaching Form (download form | view form) can serve as a prompt for potential areas of focus. If it is difficult to find time to meet in person you can always schedule a Zoom meeting. If you have not already done so, you may use this meeting to schedule the observation day and the post-observation session.
• Let your observer know if you are planning to use this observation as part of your Promotion and Tenure peer observation of teaching requirement and ask them to please complete the Promotion and Tenure Supplemental Section of the Post-Observation Questionnaire in Qualtrics.  The feedback they enter into the Supplemental Section will automatically be sent to you in an email via Qualtrics.  Save the email for your records and to include in your Promotion and Tenure dossier.

Pre-observation preparation

• Prior to the observation, please review:
  • AMEE Guide to Clinic Teaching
• Complete the Pre-Observation Questionnaire: Clinic Teaching (Teacher)
• Make sure you write down your specific goals for the session and share them with your coach.

• Meet your coach at the agreed upon time. Discuss whether they will only watch teaching that happens outside of the patient room, such as staffing in the collaboration area, or if they will also accompany you into patient exam rooms.
• Introduce your coach to your team and explain their role. You could introduce them with something like, “As part of the department’s goal to improve teaching we periodically observe each other’s teaching and talk about what we can learn from each other. This is not an evaluation and the observer will not participate in the teaching today, so please do not direct questions to them.”
• If your coach accompanies you and your learners into patient exam rooms, be sure to introduce your observer to patients and explain that they are an observing physician.
• Conduct patient care as usual without engaging your coach other than for introductions.

• Prior to this session review the paper: Twelve Tips for Making the Best Use of Feedback.
• This session provides an opportunity for you and your coach to reflect on the teaching observation, share ideas and talk about approaches you both might try in the future.
• Consider starting the session by sharing any reflections you may have related to the experience.
• Together with your coach, review their observations from the Peer Observation of Clinic Teaching Coaching Form (download form | view form) as a starting point to your discussion.
• Complete the Post-Observation Questionnaire: Clinic Teaching (Teacher) form that you were emailed after you submitted the Pre-Observation Questionnaire in Qualtrics  by describing one or more areas that you plan to focus on in your teaching and the approaches or strategies you plan to try in the next year.
  Note: you will also receive a survey 6 months after your peer observation to assess how this process has affected your teaching.  Participation in this survey is optional from the standpoint of your incentive, but will help us guide future faculty development.

Teaching in Clinic

• Dent JA. AMEE guide no. 26: clinical teaching in ambulatory care settings: making the most of learning opportunities with outpatients. Med Teach. 2005.27(4):302-315.

Feedback

• Newman LR, Roberts DH, Frankl SE. Twelve tips for providing feedback to peers about their teaching. Med Teach. 2019;41(10):1118-1123.
• Van der Leeuw RM, Slootweg IA. Twelve tips for making the best use of feedback. Med Teach. 2013;35(5):348-351.

Meet with the teacher you are observing

• Prior to the scheduled observation, meet with the faculty member you will be observing (teacher) to establish a few specific goals/areas of focus for the observation.  If it is difficult to find time to meet in person you can always schedule a Zoom meeting. If you have not already done so, you can use this meeting to schedule the observation day and the post-observation session. Make sure to write down the areas of focus for the observation.
• Review the Peer Observation of Hospital Teaching Coaching Form (download form | view form) and check with the Teacher you will be observing about their specific areas of focus for this observation.
• IMPORTANT: Check with the observed teacher if they are planning to use this observation as part of the peer observation of teaching requirement for Promotion and Tenure.  If they are, you will need to complete the Promotion and Tenure Supplemental Section of the Post-Observation Questionnaire in Qualtrics. The feedback you enter into the Supplemental Section will automatically be sent to the teacher you are observing via Qualtrics, and they will be able to include your feedback in their Promotion and Tenure dossier. The “Supplemental Section” replicates the first two pages of the Peer Observation Hospital Teaching Coaching Form, so completing the form during the observation will facilitate completing the form in Qualtrics later.

Pre-observation preparation

• Depending on the goal set by the clinical teacher at the pre-observation meeting, select one of the additional papers to review in preparation for your observation:
  • Clinical Teaching:
        Maximizing Teaching on the Wards: Review and Application of the One-Minute Preceptor and SNAPPS Models
    OR
        AMEE Guide no. 34: Teaching in the clinical environment
  • Providing Clinical Feedback to Learners:
        Twelve tips for giving feedback effectively in the clinical environment
  • Bedside Rounds:
        The Art of Bedside Rounds: A Multi-Center Qualitative Study of Strategies Used by Experienced Bedside Teachers
• Complete the Pre-Observation Questionnaire: Hospital Teaching (Coach) in Qualtrics.
• Print out the Peer Observation of Hospital Teaching Coaching Form (download form | view form) to take with you to the observation to facilitate your note taking. Make sure you write down the specific goals set by the teacher you will be observing.

• Meet the observed faculty at the agreed upon time and place.
• The observed faculty member will introduce you to their team.
• Record your notes about the teaching behaviors and approaches you observe using the Peer Observation of Hospital Teaching Coaching Form (download form | view form). For each teaching domain, there are prompts of specific teaching behaviors that may help guide your observation.  Focus on the areas identified with the observed faculty as their goals. Use the first two pages of the form to record your observations and take notes and then summarize your comments on the third page of the form, which can be given to the observed teacher.  
• Whenever possible note specific examples to use when debriefing with the observed faculty, but do not record protected health information or learner information on the Peer Observation of Hospital Teaching Coaching Form (download form | view form).

• Prior to the session, review the paper: Twelve Tips for Providing Peer Feedback
• This session provides an opportunity for you and the observed faculty to reflect on the teaching observation, share ideas and talk about approaches you might try in the future.
• Start by asking the observed faculty for any of their reflections on the experience.
• A good way to start the next portion of the session is to share something that you learned or something that you might want to try during your next teaching session based on what you observed.
• Then review your written observations from the Peer Observation of Hospital Teaching Coaching Form (download form | view form) with the observed faculty.  Do not feel you need to limit discussion to the form or include every area on the form. There are tips at the end of the form on how to structure this conversation.  Again, this is meant to be a conversation.
• Complete and submit the Post-Observation Questionnaire: Hospital Teaching (Coach): form that you were emailed after submitting your Pre-Observation Questionnaire by describing one or more areas that you plan to focus on in your teaching and the approaches or strategies you plan to try in the next year. 
  Note: you will also receive a survey 6 months after your peer observation to assess how this process has affected your teaching.  Participation in this survey is optional from the standpoint of your incentive, but will help us guide future faculty development.

Schedule the observation

• The observation should be scheduled for around 2 hours of hospital teaching.

Meet with your observer

• Prior to the scheduled observation, meet with your observer to share a few specific goals/areas of focus for the observation. The Peer Observation of Hospital Teaching Coaching Form (download form | view form) can serve as a prompt for potential areas of focus. If it is difficult to find time to meet in person you can always schedule a Zoom meeting. If you have not already done so, you may use this meeting to schedule the observation day and the post-observation session.
• Let your observer know if you are planning to use this observation as part of your Promotion and Tenure peer observation of teaching requirement and ask them to please complete the Promotion and Tenure Supplemental Section of the Post-Observation Questionnaire in Qualtrics.  The feedback they enter into the Supplemental Section will automatically be sent to you in an email via Qualtrics. Save the email for your records and to include in your Promotion and Tenure dossier.

Pre-observation preparation

• Prior to the observation, please review:
  • Depending on the goal you have set, select one of the additional papers to review in preparation for your observation:
    • Clinical Teaching:
      • Maximizing Teaching on the Wards: Review and Application of the One-Minute Preceptor and SNAPPS Models
        OR
      • AMEE Guide no. 34: Teaching in the clinical environment
    • Providing Clinical Feedback to Learners:
      • Twelve tips for giving feedback effectively in the clinical environment
    • Bedside Rounds:
      • The Art of Bedside Rounds: A Multi-Center Qualitative Study of Strategies Used by Experienced Bedside Teachers
• After this meeting complete the Pre-Observation Questionnaire: Hospital Teaching  (Teacher) in Qualtrics.

• Meet your coach at the agreed upon time.  
• Introduce your coach to your team and explain their role. You could introduce them with something like, “As part of the department’s goal to improve teaching we periodically observe each other’s teaching and talk about what we can learn from each other. This is not an evaluation and the observer will not participate in the teaching today, so please do not direct questions to them.”
• As you enter patient rooms on rounds be sure to introduce your coach to patients and explain that they are an observing physician.
• Conduct rounds as usual without engaging your coach other than for introductions.

• Prior to this session review the paper: Twelve Tips for Making the Best Use of Feedback.
• This session provides an opportunity for you and your observer to reflect on the teaching observation, share ideas and talk about approaches you both might try in the future.
• Consider starting the session by sharing any reflections you may have related to the experience.
• Together with your observer, review their observations from the Peer Observation of Hospital Teaching Coaching Form (download form | view form) as a starting point to your discussion.
• Complete and submit the Post-Questionnaire: Hospital Teaching (Teacher) form that you were emailed after you submitted the Pre-Observation Questionnaire by describing one or more areas that you plan to focus on in your teaching and the approaches or strategies you plan to try in the next year.
  Note: you will also receive a survey 6 months after your peer observation to assess how this process has affected your teaching. Participation in this survey is optional from the standpoint of your incentive, but will help us guide future faculty development.

• Pascoe JM, Nixon J, Lang VJ. Maximizing teaching on the wards: review and application of the One-Minute Preceptor and SNAPPS models. J Hosp Med. 2015 Feb;10(2):125-30. doi: 10.1002/jhm.2302. PMID: 25627348.
• Ramani S, Leinster S. AMEE Guide no. 34: Teaching in the clinical environment. Med Teach. 2008;30(4):347-64. doi: 10.1080/01421590802061613. PMID: 18569655.
• ramani S, Krackov SK. Twelve tips for giving feedback effectively in the clinical environment. Med Teach. 2012;34(10):787-91. doi: 10.3109/0142159X.2012.684916. Epub 2012 Jun 25. PMID: 22730899.
• Gonzalo JD, Heist BS, Duffy BL, Dyrbye L, Fagan MJ, Ferenchick G, Harrell H, Hemmer PA, Kernan WN, Kogan JR, Rafferty C, Wong R, Elnicki DM. The art of bedside rounds: a multi-center qualitative study of strategies used by experienced bedside teachers. J Gen Intern Med. 2013 Mar;28(3):412-20. doi: 10.1007/s11606-012-2259-2. Epub 2012 Nov 6. PMID: 23129164; PMCID: PMC3579967.