Peer review of teaching in UK dental schools. Is it happening? How successful is it?

Key Points Outlines the benefits and challenges of implementing peer review of teaching (PRT) within dental education. Reveals, for the first time, the national profile for PRT operation across UK dental schools. Using evidence from the educational literature, stresses the importance of developing s...

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Bibliographic Details
Published in:British dental journal 2016-06, Vol.220 (12), p.645-649
Main Authors: Cunningham, I. M., Lynch, C. D.
Format: Article
Language:English
Subjects:
692/700/3032/3053
706/648/264
706/648/479/429
Curricula
Curriculum
Dental schools
Dentistry
education
Education, Dental
Higher education
Humans
Learning
Medicine
Peer Review
Questionnaires
Response rates
Schools
Schools, Dental
Success
Surveys and Questionnaires
Teachers
Teaching
United Kingdom
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Summary:Key Points Outlines the benefits and challenges of implementing peer review of teaching (PRT) within dental education. Reveals, for the first time, the national profile for PRT operation across UK dental schools. Using evidence from the educational literature, stresses the importance of developing supportive, collaborative PRT schemes for all dental educators. Aim The aim of this study was to investigate the utilisation of peer review of teaching (PRT) within UK dental schools. Method A structured questionnaire was emailed to all sixteen UK dental schools seeking information on existing PRT schemes, level of staff engagement, and the success of schemes in relation to extent of operation and perceived benefit. Results A 100% response rate was achieved. Fourteen schools (88%) operate PRT schemes. For most, the expected frequency of staff engagement is annually, although there was a wide range between schools (minimum = once every five years, maximum = three times per year). Nine schools (64%) consider their schemes to be fully operational. Twelve schools (86%) feel their staff are either mostly or fully engaged. Reasons for sub-optimal operation and/or engagement include: newly introduced schemes, problems with compliance for off-campus staff, and loss of momentum. Thirteen schools (93%) consider that PRT benefits their teaching staff. Ten schools (71%) stated that changes are required to their schemes. Conclusion PRT is operating within the majority of U.K dental schools but the format and success of schemes varies. Schemes will benefit from ongoing development but changes should take into account evidence from the literature, particularly recognised models of PRT.
ISSN:0007-0610
1476-5373
DOI:10.1038/sj.bdj.2016.450