Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation-Reference-Cited by-同舟云学术

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Self-Observation and Peer Feedback as a Faculty Development Approach for Problem-Based Learning Tutors: A Program Evaluation

Published:2017-03-02 Issue:3 Volume:29 Page:313-325
ISSN:1040-1334
Container-title:Teaching and Learning in Medicine
language:en
Short-container-title:Teaching and Learning in Medicine

Author:

Garcia Irène¹,James Richard W.²,Bischof Paul³,Baroffio Anne⁴

Affiliation:

1. Department of Pathology and Immunology, University of Geneva Faculty of Medicine, Geneva, Switzerland

2. Department of Internal Medicine, University of Geneva Faculty of Medicine, Geneva, Switzerland

3. Department of Gynecology and Obstetrics, University of Geneva Faculty of Medicine, Geneva, Switzerland

4. Unit of Development and Research in Medical Education, University of Geneva Faculty of Medicine, Geneva, Switzerland

Publisher

Informa UK Limited

Subject

Education,General Medicine

Link

https://www.tandfonline.com/doi/pdf/10.1080/10401334.2017.1279056

Reference65 articles.

1. Faculty development: Yesterday, today and tomorrow

2. Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research

3. Peer coaching as an approach to faculty development

4. Supported reflective practice: a programme of peer observation and feedback for academic teaching development

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