Peer Observation Protocol (POP) Form Step 2 | AEDP

Please complete the Peer Observation form (to be completed by the OBSERVING faculty).

Peer Observation is a way for faculty to share ideas about their teaching through mutual reflection. This tool is a non-evaluative, bidirectional learning opportunity for faculty. We encourage you to have a discussion with the observed faculty after you complete the observation session. The form is a way for both to guide the conversation around what are things you do similarly or differently. Both the observed and observing faculty may consider changes in their teaching behaviors based on this conversation that support your development as an educator. You may reflect on how you might modify or continue your current approach. You may consider why a certain teaching behavior is important or why it would be important to make a change.

Adapted from: Pierce Jr, J. R., et al. (2018). Peer observation of rounds leads to collegial discussion of teaching. Teaching and learning in medicine, 30(2), 233-238. DOI: 10.1080/10401334.2017.1360185

School of Medicine Faculty Affairs and Development / Created: 04.07.2023 / Revised: 02.05.2026

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Date of Observation

* must provide value

M-D-Y

Your Name

* must provide value

Name of Faculty Being Observed

* must provide value

What is the teaching format for the observation?

Teaching Rounds/Clinical Environment

Procedural/Surgical Environment

PBL or CBCL

Presentation

Other

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List teaching format.

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Planning and Team Leadership

Consider the following teaching behaviors when making observation:

Triaging patients to present on rounds
Promoting senior resident autonomy
Handling interruptions
Assigning work
Teaching role responsibilities

List or describe teaching behaviors that are SIMILAR to yours (if applicable).

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List or describe teaching behaviors that are DIFFERENT than yours (if applicable).

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Briefly list or describe any other teaching behaviors you observed (if applicable).

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Clinical Teaching

Consider the following teaching behaviors when making observation:

Teaching physical examination skills
Teaching clinical reasoning and judgement
Teaching communication
Teaching privacy

List or describe teaching behaviors that are SIMILAR to yours (if applicable).

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List or describe teaching behaviors that are DIFFERENT than yours (if applicable).

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Briefly list or describe any other teaching behaviors you observed (if applicable).

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Professionalism

Consider the following teaching behaviors when making observation:

Modeling respect for learners, patients, staff, or peers
Modeling teamwork
Modeling how to approach important dialogues
Modeling how to navigate conflict in conversation

List or describe teaching behaviors that are SIMILAR to yours (if applicable).

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List or describe teaching behaviors that are DIFFERENT than yours (if applicable).

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Briefly list or describe any other teaching behaviors you observed (if applicable).

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Educator-Learner Interactions

Consider the following teaching behaviors when making observation:

Creating environment where learners express their thoughts and take intellectual risks
Creating a safe environment where learners admit if they don't know the answer and learn from mistakes
Giving feedback in a way that empowers learners
Communicating concepts effectively
Conveying enthusiasm to learners

List or describe teaching behaviors that are SIMILAR to yours (if applicable).

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List or describe teaching behaviors that are DIFFERENT than yours (if applicable).

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Briefly list or describe any other teaching behaviors you observed (if applicable).

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Surgical/Procedural Instruction

Consider the following teaching behaviors when making observation:

Teaching organization and preparation (e.g. Preoperative imaging available or having the necessary instruments or medications)
Teaching Anatomy and surgical technique
Teaching clinical reasoning and judgement
Directing teaching to various stages of learners
Teaching or Modeling the informed consent process

List or describe teaching behaviors that are SIMILAR to yours (if applicable).

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List or describe teaching behaviors that are DIFFERENT than yours (if applicable).

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Briefly list or describe any other teaching behaviors you observed (if applicable).

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Clinic/Bedside/Inpatient Teaching

Consider the following teaching behaviors when making observation:

Teaching physical examination skills
Teaching clinical reasoning and judgement
Teaching communication
Teaching privacy
Teaching beside or clinical procedures

List or describe teaching behaviors that are SIMILAR to yours (if applicable).

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List or describe teaching behaviors that are DIFFERENT than yours (if applicable).

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Briefly list or describe any other teaching behaviors you observed (if applicable).

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Facilitation of Learning Environment

Consider the following teaching behaviors when making observation:

Promoting student collaboration
Encouraging inquiry and critical thinking
Promoting self-directed learning and goal setting

List or describe teaching behaviors that are SIMILAR to yours (if applicable).

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List or describe teaching behaviors that are DIFFERENT than yours (if applicable).

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Briefly list or describe any other teaching behaviors you observed (if applicable).

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Facilitation of Material

Consider the following teaching behaviors when making observation:

Teaching, using an organized presentation
Demonstrating medical knowledge and/or clinical reasoning
Directing teaching to various learners

List or describe teaching behaviors that are SIMILAR to yours (if applicable).

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List or describe teaching behaviors that are DIFFERENT than yours (if applicable).

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Briefly list or describe any other teaching behaviors you observed (if applicable).

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Based on your observations, briefly describe or list one or more things that you learned or plan to adopt in your own teaching.

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Based on the observation goals, briefly describe or list one or more behaviors that worked well in the environment and/or provide feedback on areas of opportunity.

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Please enter any additional notes or comments on the teaching behaviors you observed in this session (if applicable).

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