Peer Review in Medical School
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Transcript of Peer Review in Medical School
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Peer Review
D. Bonnycastle
College of Medicine
Regina General Hospital
November, 2010
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Prerequisite Knowledge
Perspective creates world view
http://users.skynet.be/J.Beever/pave.htm
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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
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ObjectivesExamine 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
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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?
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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.
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CriteriaBehaviour focus
• Observable
• Based on clear expectations objectives for students type of teaching for faculty
• Beware of assumptions about motivation
• Focus on possible change?
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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
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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
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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/
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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
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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?
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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?
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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.pdfhttp://hollandhart.typepad.com/healthcare/2006/05/twelve_signs_of.html#more
http://www.arts.uwaterloo.ca/~kwesthue/checklist.htm
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Thank You