Learning Peer Observation Support Effective Teaching (POSET)-POSET full training packet

POSET full training packet

Pdf Summary

The Peer Observation in Support of Effective Teaching (POSET) is a confidential, formative peer feedback process designed to enhance teaching quality through observation and reflective conversation between two educators. Participation is voluntary and open to faculty, residents, staff, post-docs, and students with teaching roles, but required for completion of the Achievement in Medical Education Program (AMEP) as both observer and observee.<br /><br />POSET involves three stages: a pre-observation meeting to clarify goals and logistics; the observation of a teaching session focused on agreed-upon behaviors; and a post-observation meeting for constructive feedback using the Harvard Feedback Model (observe, advocate, inquire). Observers must attend a 90-minute training workshop to ensure standardized, effective practice and submit completed feedback forms for program evaluation, with confidentiality maintained for the teaching session and feedback.<br /><br />Effective peer observation supports professional growth by identifying teaching strengths and areas for improvement. Observers gain insights by watching peers, while observed educators model openness to feedback. Observations are recommended when educators start new teaching roles, seek independent feedback, or want to improve based on prior comments.<br /><br />Observers can be selected from a CPL-maintained list of trained peers, with benefits seen both from departmental familiarity and outside perspectives focusing purely on teaching dynamics. Prior to observation, typical focus areas include no more than five key teaching behaviors, guided by a "Teaching Behaviors Menu" covering session introduction, presentation clarity, learner engagement, classroom management, professionalism, and feedback skills.<br /><br />CPL provides resources, workshops, and consultation to support effective teaching and observation practices. Participation requires completing and submitting reflective feedback forms by both observers and observees documenting the learning and suggestions for POSET improvement. This systematic peer feedback method aims to foster continuous teaching excellence in medical education.

Keywords

Peer Observation

Effective Teaching

Formative Feedback

Teaching Quality

Medical Education

Harvard Feedback Model

Professional Growth

Teaching Behaviors

Observer Training

Continuous Improvement