Addressing Clinical Faculty Need: Creating a Process and Evaluation for Peer Review of Practice
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Addressing Clinical Faculty Need: Creating a Process and Evaluation for Peer Review of Practice
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2014
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University of Minnesota, College of Pharmacy
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Article
Abstract
Objectives: To describe the evolving process and evaluate the perceived value of peer review for clinical faculty.
Methods: Using a 5-point Likert scale, clinical faculty rated the value of an electronic peer review process by completing an electronic 30 item survey across six areas of clinical faculty practice-related activity. Based on feedback, modifications were made and faculty were re-surveyed the following year. Results: Initially, 78% of faculty found peer review to be beneficial, mostly in the area of practice development and portions of practice dissemination. After modifications, 45% found peer review to be beneficial.
Conclusions: Clinical faculty are challenged to leverage their practice into teaching and scholarly activities; however, clinical faculty often need feedback to accomplish this. Although the peer review process was designed to address perceived needs of clinical faculty, the process is dynamic and needs further refinement. Overall, clinical faculty find value in a peer review process. This evaluation of peer review illustrates the challenges to provide feedback across six key areas of clinical faculty activity.
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Previously Published Citation
Innov. Pharm. 2014; 5(157): 1-11
Suggested citation
Moon, Jean Y.; Reidt, Shannon; Undeberg, Megan; Schullo-Feulner, Anne. (2014). Addressing Clinical Faculty Need: Creating a Process and Evaluation for Peer Review of Practice. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/171749.
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