Current Practices and Perspectives on Peer Observation and Feedback: A National Survey

doi:10.1016/j.acap.2019.03.005

Academic Pediatrics

Volume 19, Issue 6, August 2019, Pages 691-697

https://doi.org/10.1016/j.acap.2019.03.005 Get rights and content

Abstract

Objective

Peer observation and feedback (POF) is the direct observation of an activity performed by a colleague followed by feedback with the goal of improved performance and professional development. Although well described in the education literature, the use of POF as a tool for development beyond teaching skills has not been explored. We aimed to characterize the practice of POF among pediatric hospitalists to explore the perceived benefits and barriers and to identify preferences regarding POF.

Methods

We developed a 14-item cross-sectional survey regarding divisional expectations, personal practice, perceived benefits and barriers, and preferences related to POF. We refined the survey based on expert feedback, cognitive interviews, and pilot testing, distributing the final survey to pediatric hospitalists at 12 institutions across the United States.

Results

Of 357 eligible participants, 198 (56%) responded, with 115 (58%) practicing in a freestanding children's hospital. Although 61% had participated in POF, less than one half (42%) reported divisional POF expectation. The most common perceived benefits of POF were identifying areas for improvement (94%) and learning about colleagues’ teaching and clinical styles (94%). The greatest perceived barriers were time (51%) and discomfort with receiving feedback from peers (38%), although participation within a POF program reduced perceived barriers. Most (76%) desired formal POF programs focused on improving teaching skills (85%), clinical management (83%), and family-centered rounds (82%).

Conclusions

Although the majority of faculty desired POF, developing a supportive environment and feasible program is challenging. This study provides considerations for improving and designing POF programs.

Section snippets

Methods

We conducted a cross-sectional survey of pediatric hospitalists at 12 university-based institutions across the country. Survey items addressed division POF expectations as well as personal practices, preferences, and perceived barriers. We defined POF as “the direct observation of an activity, including but not limited to, observation of a clinical, teaching, or patient safety related activity, performed by a colleague with subsequent feedback in order to improve performance and contribute to

Results

Of a possible 357 respondents, 198 (56%) responded to the survey (Table 1). More than one half (58%) of the respondents worked in freestanding children's hospitals, and the majority identified their main clinical focus as a ward hospitalist (90%). Most participants were in the early stages of their careers, with almost one half (49%) in their first 5 years of practice, and 70% with early academic appointments (Instructor or Assistant Professor). A minority of the survey participants worked as

Discussion

This is the first multicenter study identifying the POF practices and preferences of pediatric hospitalists. Our study indicates that although the majority of perceived POF benefits are similar regardless of years in practice, academic rank, practice setting, or sex, past participation in POF significantly reduces perceived barriers. Although less than one half of the physicians we surveyed currently have any divisional expectation for POF, respondents overwhelmingly indicated that they want

Conclusions

Pediatric faculty desire formalized opportunities for peer observation and feedback in both clinical and nonclinical areas and view peer observation and feedback as an informative and useful faculty development tool. Participation within a POF program reduces perceived barriers. Our survey highlights key features of effective POF for physicians seeking to improve or establish formal POF programs.

Acknowledgments

We thank all the pediatric hospitalists who participated in survey development and Dr Bonnie Halpern-Fisher and Erin Sullivan for their assistance with statistical analysis.

Financial disclosure: Support for this project was provided through the American Academy of Pediatrics collaboration with the Section on Hospital Medicine Subcommittee on Pediatric Educators.

Ethical approval: Approval for this project was obtained from Seattle Children's Hospital and Children's National Medical Center

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: The authors have no conflicts of interest to disclose.

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Research in Pediatric EducationCurrent Practices and Perspectives on Peer Observation and Feedback: A National Survey

Abstract

Objective

Methods

Results

Conclusions

Section snippets

Methods

Results

Discussion

Conclusions

Acknowledgments

J Biomed Inform

Seeing is believing: the benefits of peer observation

J Univ Teaching Learn Pract

Lessons learned from a peer review of bedside teaching

Acad Med.

Assessment of the practicing physician: challenges and opportunities

J Contin Educ Health Prof.

Peer observation of teaching as a faculty development tool

BMC Med Educ.

Investing in the future: building an academic hospitalist faculty development program

J Hosp Med.

How to become a better clinical teacher: a collaborative peer observation process

Med Teach.

Faculty development for hospitalists: structured peer observation of teaching

J Hosp Med.

Using observed structured teaching exercises (OSTE) to enhance hospitalist teaching during family centered rounds

J Hosp Med.

Research in Pediatric Education
Current Practices and Perspectives on Peer Observation and Feedback: A National Survey