University of Michigan Medical School Academy for Educational Excellence and Scholarship Monthly Seminar – October 20, Academy Business (15 minutes) 2. Topic: Peer Review For more information, check out our web site at: Next Academy Meeting: November 30, 2015 – Danto, CVC (NEW DATE/LOCATION)

University of Michigan Medical School Academy for Educational Excellence and Scholarship Monthly Seminar – October 20, Academy Business Call for membership AAMC Baltimore November , 2015 Macy GME Regional Meeting May 23-24, 2015 “Better GME Better Care” Funding Opportunities: - Michigan Institute for Data Science – Learning Analytics For more information, check out our web site at: Next Academy Meeting: November 30, 2015 – Danto, CVC (NEW DATE/LOCATION)

Continuing Medical Education Innovation Grants: 11/30/15 Proposal Submission for 2/15/16 Funding Office of Continuous Professional Development The University of Michigan Medical School Office of Continuous Professional Development is accepting proposals for grants to support innovations in continuing medical education (CME). Proposals that promote innovations in CME content, process, outcomes, or assessment are sought from UMHS faculty. Funded activities will receive up to $25,000. Proposals are a maximum of four (4) single-spaced pages plus related appended material. The deadline for submission is November 30, Funding will be available by February 15, For details regarding proposal guidelines and submission please review the request for applications at: Cheryl T. Lee, MD Director, Office of Continuous Professional Development University of Michigan School of Medicine

University of Michigan Medical School Academy for Educational Excellence and Scholarship Monthly Seminar – October 20, Academy Business (15 minutes) 2. Topic: Peer Review Overview of Peer Review Training Small group discussion: Regan‐Smith Clinical Observa on Form Can peer review training and tool be used for faculty promotion in medical education? What are the next steps? Developing a repository of on‐line teaching skills – peer review after patient interaction. For more information, check out our web site at: Next Academy Meeting: November 30, 2015 – Danto, CVC (NEW DATE/LOCATION)

Peer Review of Teaching

Let’s review a teaching session Dr. Helen Morgan Teaching OB/GYN to medical students

Training workshop: ●Constructive Feedback ●One-Minute Preceptor ●Practice with the observation instrument Project Methodology

Training workshop: ●Constructive Feedback ●One-Minute Preceptor ●Practice with the observation instrument Clinician participants were paired with an observer outside their department Project Methodology

Training workshop: ●Constructive Feedback ●One-Minute Preceptor ●Practice with the observation instrument Clinician participants were paired with an observer outside their department Participants conducted observations, wrote a report and provided feedback to clinician Project Methodology

Training workshop: ●Constructive Feedback ●One-Minute Preceptor ●Practice with the observation instrument Clinician participants were paired with an observer outside their department Participants conducted observations, wrote a report and provided feedback to clinician Observers and observees all asked to fill out a survey regarding their experience; Observers asked to submit report to Kelly Espinoza Project Methodology

100% of survey respondents* would recommend receiving a peer observation to a colleague *who had been observed by a peer

Goal: Provide formative data to instructors about their teaching beyond student evaluations Of the 13 participants who were observed ● 11 found the experience valuable ● 9 have implemented changes to their teaching I think peers have a valuable perspective on the "back-end" process of teaching that learners do not always have--learner feedback tends to be inherently "front-end" focused on the end result of teaching without as much insight into the processes that could improve the end result...written learner feedback is typically delayed and difficult to connect to a specific situation because it is anonymous.

Goal: Open up conversations around teaching challenges, successes and best practices Of the 13 survey respondents who conducted observations ● 11 noted ways in which the process of observing a peer benefited them The major benefit I got was that I observed clinical teaching in a different setting than where I have observed it in the past. It was also the first time I had interacted with this peer in a clinical setting so that was educational in its own way as well.

Goal: Open up conversations around teaching challenges, successes and best practices Of the 13 survey respondents who conducted observations ● 11 noted ways in which the process of observing a peer benefited them Yes, it was helpful to have time solely dedicated to observation of teaching--I was forced to break down specific teaching behaviors in order to explain what could be improved, which made me realize which concrete behaviors I could improve in my own teaching.

Next Steps Refine the peer review tool Formalize peer review of our teachers Develop videos of clinical teaching Expand peer review to include other forms of teaching

Refine the Peer Review Tool Should we use the current tool? If not how should it be changed?

Formalize Peer Review (Peer Review Group) Voluntary membership Membership requirements – Participation as reviewer (X times per year) – Participation as reviewee (X times per year) – Help develop tools and teaching videos – Regular training in peer review Membership will enhance medical education promotional package

Develop Teaching Videos Not many Med Ed videos available currently Develop short videos which can be viewed and scored – Acted videos – Actual rounds

Expand Peer Review Teaching in the OR Didactic teaching in lectures or small groups Case-based teaching