Peer evaluation of teaching programs within pharmacy education: A review of the literature

Abstract

Background: Student evaluations of teaching are one method to evaluate faculty teaching, but alone may have bias. Peer evaluation of teaching represents an important approach in assessing and providing feedback to faculty, however, numerous strategies exist for implementation. This review was conducted to identify existing peer evaluation of teaching programs and to describe their development, implementation, and outcomes.

Methods: A literature search was conducted through January 2023 using the following search terms alone or in combination: peer evaluation, peer evaluation of teaching, peer review of teaching, pharmacy, pharmacy education, teaching evaluation, peer assessment. Articles were included that described and evaluated the development and/or specific outcomes of individual peer evaluation of teaching programs in the didactic setting within pharmacy education.

Results: Eight articles were identified for review; six described peer evaluation of teaching in individual programs and two described components of the same program. Classroom observation was the core component of all programs and some but not all programs included pre- and/or post-observation meetings. Outcomes of programs included perception of participants via survey in seven studies with generally positive perceptions noted. Time burden was the most common concern noted for the implementation of the peer evaluation programs.

Implications: Limited literature exists describing peer evaluation of teaching programs and outcomes within in pharmacy education. Peer evaluation processes are individualized and vary across institutions. Opportunities exist to develop time-efficient programs to further assess the outcomes of peer evaluation of teaching and compare with student evaluations or other tools to evaluate education quality.

Keywords: Peer assessment; Peer evaluation; Peer review; Pharmacy education.