PT  - JOURNAL ARTICLE
AU  - Kathryn A. Morbitzer
AU  - Jacqueline E. McLaughlin
AU  - Brianna Henson
AU  - Kyle T. Fassett
AU  - Margarita V. DiVall
TI  - Current State of and Opportunities for Enhancing Peer Evaluation Practices Across the Pharmacy Academy
AID  - 10.5688/ajpe8887
DP  - 2022 Nov 01
TA  - American Journal of Pharmaceutical Education
PG  - ajpe8887
VI  - 86
IP  - 8
4099  - http://www.ajpe.org/content/86/8/ajpe8887.short
4100  - http://www.ajpe.org/content/86/8/ajpe8887.full
SO  - Am J Pharm Educ2022 Nov 01; 86
AB  - Objective. To examine and summarize policies and procedures for peer evaluation of teaching/instructional coaching (PET/IC) programs within departments, schools, and colleges of pharmacy and to identify opportunities for improving these based on best practices.Methods. A survey was sent to all Accreditation Council for Pharmacy Education (ACPE)-accredited pharmacy programs to collect information regarding procedures to support and evaluate PET/IC programs across institutions. Descriptive statistics were used to summarize the general features of PET/IC programs, and inferential statistics were used to make group comparisons based on institutional control (public, private) and institution age (0-10 years, older than 10 years).Results. Surveys for 91 institutions were completed (response rate=64.5%). Most institutions (78.4%) reported having a PET/IC program. Most institutions with PET/IC programs reported using a combination of formative and summative evaluations (57.4%). The top purposes for PET/IC programs were faculty development (35.8%) and improving teaching (35.8%). Almost half of the PET/IC programs (46.3%) were mandatory for all faculty at the institutions. Most institutions (66.7%) had one standardized instrument used in their PET/IC program. Few institutions (11.9%) reported evaluating or being in the process of evaluating the effectiveness or success of their PET/IC program. Private institutions were more likely to incentivize observers than public institutions (17.1% vs 0).Conclusion. Overall, PET/IC programs are needed to assess and provide feedback to instructors about their teaching practices. While most institutions report having a PET/IC program, wide variability exists in how the programs are implemented. Opportunities exist for institutions to evaluate the effectiveness of their program and identify best practices.