Abstract
Feedback is necessary to improve teaching performance. Anyone who has given a talk knows that self-assessment alone rarely helps improve future efforts. Structured, objective, and immediate feedback is essential to improve teaching. Peer observation and feedback, when done correctly, can meet this need. This chapter provides a practical observation framework, summarizes key aspects of systematic observation, and describes a simple method to give feedback to a colleague.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Mookherjee S, Monash B, Wentworth KL, Sharpe BA. Faculty development for hospitalists: structured peer observation of teaching. J Hosp Med. 2014;9(4):244–50.
Skeff KM, Stratos GA, Bergen MR, Albright CL, Berman J, Farquhar JW, et al. The Stanford faculty development program: a dissemination approach to faculty development for medical teachers. Teach Learn Med. 1992;4(3):180–7.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Mookherjee, S. (2016). How to Optimize Teaching by Using Observation and Feedback. In: Mookherjee, S., Cosgrove, E. (eds) Handbook of Clinical Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-33193-5_3
Download citation
DOI: https://doi.org/10.1007/978-3-319-33193-5_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-33191-1
Online ISBN: 978-3-319-33193-5
eBook Packages: MedicineMedicine (R0)