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

• Continue to circle clockwise but slowly bring your hand down to waist level

• What direction is your finger turning?

-Thiagi

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

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?

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.

CriteriaBehaviour focus

• Observable

• Based on clear expectations objectives for students type of teaching for faculty

• Beware of assumptions about motivation

• Focus on possible change?

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

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

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/

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

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?

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?

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

Thank You