PEER COACHING IN CLINICAL TEACHING - FORMATIVE ASSESSMENT OF A CASE

Increasingly, medical education, and family medicine in particular, is focusing on improving clinical teaching. Peer coaching represents one alternative for improving and enhancing instruction. It enhances clin icians' understanding and use of new skills by demonstration, practice , and nonevaluative feedback from their colleagues. This article intro duces the idea of peer coaching as an approach to faculty development. It uses a 1 1/2-year formative assessment of one family physician's t eaching practices and beliefs to describe the process.