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Peer
Review
D. Bonnycastle
College of Medicine
Regina General Hospital
November, 2010
Prerequisite Knowledge
Perspective creates world view
http://users.skynet.be/J.Beever/pave.htm
Perspective Exercise
• Look at a point on the ceiling
• Point at it and draw a clockwise circle
around it with you finger
...
Objectives
Examine the features of
a useful peer review process
Identify how peer review can
be used with students
Identif...
Planning A Useful Peer Review Process
1. What kinds of information would you like to
get from a peer review process of stu...
Formative vs. Summative?
• How can peer review improve
someone’s skills in X? What role
does reflection on results play?
•...
Criteria
Behaviour focus
• Observable
• Based on clear expectations
 objectives for students
 type of teaching for facul...
Specific Feedback???
Good job
Enjoyed working
with you
Great
Unprofessional
Disruptive
Uncooperative
Needs work
Doesn’t te...
Specific Feedback???
Description of
positive behaviour
to continue doing
Description of
problem behaviour
to change
Resear...
Used with students
• Create a rubric
• Explain the rubric ahead of time
• Include clear behaviours that
result in each sco...
Peer Review as bullying
• Focus on the person as
outsider, rather than on
behaviour
• Derisive and humiliating
statements ...
Formative with community faculty
Develop a sense of their perspective ahead of
time through conversation
• What do you lik...
Create the Process Together
• What behaviours will I be watching for? (No
more than 10 in an hour)
• How do I best track t...
Tactics Characteristic of Sham
Peer Review
• Secret investigation
• Guilty Until Proven Innocent
• Selection of only negat...
Thank You
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Peer Review in Medical School

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This presentation was on using peer review with students and fellow faculty in medical school

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Peer Review in Medical School

  1. 1. Peer Review D. Bonnycastle College of Medicine Regina General Hospital November, 2010
  2. 2. Prerequisite Knowledge Perspective creates world view http://users.skynet.be/J.Beever/pave.htm
  3. 3. Perspective Exercise • Look at a point on the ceiling • Point at it and draw a clockwise circle around it with you finger • Continue to circle clockwise but slowly bring your hand down to waist level • What direction is your finger turning? -Thiagi
  4. 4. Objectives Examine the features of a useful peer review process Identify how peer review can be used with students Identify how peer review can be used with community faculty
  5. 5. Planning A Useful Peer Review Process 1. What kinds of information would you like to get from a peer review process of students? 2. What kinds of information would you like to get from a peer review process of community faculty? 3. What are the major impediments to implementing a peer review process?
  6. 6. Formative vs. Summative? • How can peer review improve someone’s skills in X? What role does reflection on results play? • How can peer review be used to assess someone for promotion, final grades, or competency.
  7. 7. Criteria Behaviour focus • Observable • Based on clear expectations  objectives for students  type of teaching for faculty • Beware of assumptions about motivation • Focus on possible change?
  8. 8. Specific Feedback??? Good job Enjoyed working with you Great Unprofessional Disruptive Uncooperative Needs work Doesn’t tell you what to continue doing Doesn’t tell you what to start doing Criteria
  9. 9. Specific Feedback??? Description of positive behaviour to continue doing Description of problem behaviour to change Researched topic thoroughly Created interactive activities Late 15+ min 5X Used “read” and “learn” in objective Criteria
  10. 10. Used with students • Create a rubric • Explain the rubric ahead of time • Include clear behaviours that result in each score • Beware of bullying http://www.teachervision.fen.com/teaching- methods-and-management/rubrics/
  11. 11. Peer Review as bullying • Focus on the person as outsider, rather than on behaviour • Derisive and humiliating statements about the person • Statements that encourage others to express anger at person • Mobbing
  12. 12. Formative with community faculty Develop a sense of their perspective ahead of time through conversation • What do you like about teaching? • What is your favourite technique? • Why do you want feedback? • What would you like feedback on? • What criteria should we use? • What are the objectives for your course/session?
  13. 13. Create the Process Together • What behaviours will I be watching for? (No more than 10 in an hour) • How do I best track them? – checklist – commentary • How will I provide the report? – will there be an opportunity for faculty to respond? • Who will the report go to?
  14. 14. Tactics Characteristic of Sham Peer Review • Secret investigation • Guilty Until Proven Innocent • Selection of only negative examples • Misrepresented “standards” • False claims http://www.jpands.org/vol14no3/huntoon.pdf http://hollandhart.typepad.com/healthcare/2006/05/twelve_signs_of.html#more http://www.arts.uwaterloo.ca/~kwesthue/checklist.htm
  15. 15. Thank You

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