Engagement with peer observation of teaching by a dental school faculty in the United Kingdom.

Abstract

Well-conducted peer observation of teaching (POT) programmes are effective in enhancing teaching quality and teacher development in higher education including healthcare teaching. This study evaluated POT's use in dental education and involved predominantly clinical dental educators working in a United Kingdom (UK) dental school and hospital. It aimed to (i) audit their engagement with POT, (ii) review the design(s) of POT in use, (iii) assess participant's perceived value of POT and (iv) explore ways that the existing programme could be enhanced to maximise its utility. Dental educators' teaching role and experience, current engagement and experience of POT were explored using an anonymous mixed methodology questionnaire survey which was administered during 2016. Free-text responses were subjected to thematic analysis to identify emerging themes. Of 65 surveys distributed, 57 (88%) completed surveys were returned. The majority of respondents reported that POT was a useful process which resulted in self-perceived enhanced teaching quality. Choice of observer emerged as fundamental to POT's success. Despite recognising its utility, only 46% of the academic teaching faculty underwent POT during a 12-month period. Utilisation of a reciprocal, "critical friends" approach was infrequent. A number of barriers to its regular and effective use emerged. POT is an effective method for dental educator development through feedback and self-reflection. Strategies to enhance the Dental Institute's POT programme are suggested. The quality of the POT process rather than its frequency is an important factor to consider. POT may be an effective developmental intervention for part-time teachers.