Impact and Attitudes about Peer Review of Teaching in a Canadian Pharmacy School

• DOI: 10.5688/ajpe6828
• Publication Date: 2018-02-09T16:29:32Z
• Authors: Cynthia L. Richard; Elaine Lillie; Kaitlin Mathias; Thomas McFarlane
• Keywords: CLARITY; Technical peer review

Objective. To evaluate attitudes toward peer review of teaching and its impact on practices perceptions. Methods. The University Waterloo School Pharmacy implemented a peer-review process for program in 2015. Those reviewed were invited to complete an electronic survey that captured their teaching, review, changes practices, participate semi-structured follow-up interviews more in-depth discussion these issues. Results. Twenty-six (76%) instructors completed the survey. Instructors agreed reviews are development opportunity (96%), 73% comfortable with idea review. Over half (58%) indicated made them feel confident strategies effective, same percentage they planned make as result feedback received from Only few changed (12%) or increased value placed (34%). Eight (23.5%) participated interviews. Themes emerged included: attempts reviewee during successful; provided regarding was positive but not critical enough; there lack clarity purpose feedback; only minor Conclusion. Peer well confirmatory nature had minimal it deemed be enough. Changes needed increase practices.