Abstract
This article was migrated. The article was not marked as recommended. Introduction: Faculty development offerings are appreciated by physicians who teach as part of their lifelong learning strategy. However, traditional formats of faculty development present challenges for participation. These teachers also appreciate feedback on their educational activities but are frequently limited by receiving only feedback from learners, which while valuable, have their limitations. Program: A peer coaching program was developed in order to provide teachers with another source of feedback. Limitations and important considerations of such a program are described. Conclusion: Although limitations exist, this peer coaching program has potential as a faculty development program that addresses needs and barriers of physician teachers.
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