Evaluation of a pilot peer observation of teaching scheme for chair-side tutors at Glasgow University Dental School

• Published in: British dental journal Vol. 214; no. 11; pp. 573 - 576
• Main Authors: Cairns, A. M., Bissell, V., Bovill, C.
• Format: Journal Article
• Language: English
• Published: London Nature Publishing Group UK 01-06-2013; Nature Publishing Group
• Subjects: 692/700/1720; 706/648/160; Collaboration; Community-Institutional Relations; Dental schools; Dentistry; Education; Feedback; Humans; Interviews as Topic; Learning; Medicine; Mentors; Observational Studies as Topic; Pediatric Dentistry - education; Pediatrics; Peer Review; Pilot Projects; Professional development; Program Evaluation; Schools, Dental; Scotland; Teachers; Teaching; Teaching - methods; Teaching - standards; Universities; Scotland
• ISSN: 0007-0610; 1476-5373
• DOI: 10.1038/sj.bdj.2013.527

Key Points
Stresses how peer observation of teaching encourages reflection on an individual's current teaching practice.
Suggests scholarly discussion following observations can enhance and develop teaching skills.
Proposes a peer observation of teaching scheme for those teaching chair-side clinical dentistry can highlight areas for clinical updates or topics for future study days.
Aim
To introduce and examine a pilot peer observation of teaching (POT) scheme within the Department of Paediatric Dentistry at Glasgow Dental School and its associated outreach centres.
Methods
All tutors teaching paediatric dentistry were invited to be involved in evaluation of the POT scheme. Participants were randomly paired with a peer, who then observed their teaching and provided constructive feedback. For those consenting to be involved in the evaluation of the scheme, semi-structured, one-to-one interviews were carried out by the principal investigator.
Results
POT was found by all participants to be a beneficial process, reassuring those of their teaching styles and giving them ideas to adapt their teaching.
Conclusion
POT is an effective method for engaging chair-side tutors in the reflection and development of their teaching practice via observations and scholarly discussion.