Paired peer review of university classroom teaching in a school of nursing and midwifery

SummaryBackground eview of university classroom teaching can increase the quality of teaching but is not universally practiced in Australian universities. ort an evaluation of paired peer-review process using both paper and web based teaching evaluation tools. s university teachers in one metropolitan Australian School of Nursing and Midwifery were randomly paired and then randomly assigned to a paper based or web-based peer review tool. Each teacher reviewed each otherʹs classroom teaching as part of a peer review program. The participants then completed an 18 question survey evaluating the peer review tool and paired evaluation process. Responses were analyzed using frequencies and percentages. s less of the tool used, participants found this process of peer review positive (75%), collegial (78%), supportive (61%) and non-threatening (71%). Participants reported that the peer review will improve their own classroom delivery (61%), teaching evaluation (61%) and planning (53%). The web-based tool was found to be easier to use and allowed more space than the paper-based tool. sion entation of a web-based paired peer review system can be a positive method of peer review of university classroom teaching. Pairing of teachers to review each otherʹs classroom teaching is a promising strategy and has the potential to improve teaching in teaching universities.