1. Welcome to the UCSF Academy of Medical Educators Teaching Observation Program (TOP) Developed by Sophia Vinogradov and Maria Wamsley, January 2005

2. What is TOP ? TOP is part of TIP-TOP… = Our Teaching Improvement Program and Teaching Observation Program These programs allow ANY faculty member at UCSF to… TOP is part of TIP-TOP… = Our Teaching Improvement Program and Teaching Observation Program These programs allow ANY faculty member at UCSF to…

3. Watch the Academy member of their choice in action (lecture, small group, attending rounds)– TIP Request observation and feedback from a trained peer observer- TOP Watch the Academy member of their choice in action (lecture, small group, attending rounds)– TIP Request observation and feedback from a trained peer observer- TOP

4. We created TIP-TOP so that you can: Enrich your teaching experience at UCSF. Become an active member of the community of teachers. Use TIP-TOP as a faculty development activity for your Educators Portfolio and promotions packet.* * The Academy of Medical Educators will send a letter documenting your participation to your chair. Enrich your teaching experience at UCSF. Become an active member of the community of teachers. Use TIP-TOP as a faculty development activity for your Educators Portfolio and promotions packet.* * The Academy of Medical Educators will send a letter documenting your participation to your chair.

5. The purpose of THIS presentation is to: Orient you to the specifics of TOP. Prepare you for a rewarding and fruitful experience with peer observation. Orient you to the specifics of TOP. Prepare you for a rewarding and fruitful experience with peer observation.

6. What specifically takes place during the Teaching Observation Program? A UCSF faculty member (the mentee) goes to the AME website or calls the AME office and asks to participate in TOP. The mentee is matched with a mentor from the Academy A UCSF faculty member (the mentee) goes to the AME website or calls the AME office and asks to participate in TOP. The mentee is matched with a mentor from the Academy

7. Then what? The mentee and the mentor phone or e- mail one another to: Set the frame and focus for their work together. Set up a time for debriefing and feedback (within a week or so of the observation). The mentee and the mentor phone or e- mail one another to: Set the frame and focus for their work together. Set up a time for debriefing and feedback (within a week or so of the observation).

8. Setting the frame and focus for your TOP experience: Remind yourselves that the process is confidential! The mentee chooses the focus (e.g., “I would like to focus on how I keep the discussion flowing in my small group teaching.”) The mentor and mentee dialogue about how to make the experience useful and collaborative. Remind yourselves that the process is confidential! The mentee chooses the focus (e.g., “I would like to focus on how I keep the discussion flowing in my small group teaching.”) The mentor and mentee dialogue about how to make the experience useful and collaborative.

9. Mentee and mentor look at the TOP Observation Form: What kind of feedback will be most helpful? Acknowledge that this process is anxiety- provoking for mentee. Remember--mentee will also be giving feedback to the mentor and to the Academy! Mentee and mentor look at the TOP Observation Form: What kind of feedback will be most helpful? Acknowledge that this process is anxiety- provoking for mentee. Remember--mentee will also be giving feedback to the mentor and to the Academy!

10. How long will TOP take? Plan on at least: 60 minutes for OBSERVATION 30 minutes for DEBRIEFING, FEEDBACK, WRAP-UP Plan on at least: 60 minutes for OBSERVATION 30 minutes for DEBRIEFING, FEEDBACK, WRAP-UP

11. During the Observation … Make sure student(s) know why the mentor is there, if appropriate. Mentee: Be yourself! Mentor: While observing, keep in mind the mentee’s chosen area of focus. Make sure student(s) know why the mentor is there, if appropriate. Mentee: Be yourself! Mentor: While observing, keep in mind the mentee’s chosen area of focus.

12. During the Debriefing and Feedback, Remember Basic Principles… Feedback always raises anxiety. But bland and uniformly positive feedback does not promote growth. Feedback always raises anxiety. But bland and uniformly positive feedback does not promote growth.

13. The most exciting and rewarding feedback occurs… When mentee’s teaching strengths are first acknowledged and discussed, Followed by the mentor’s specific observations in the focus area, With a collaborative discussion on how to enrich the mentee’s teaching skills. When mentee’s teaching strengths are first acknowledged and discussed, Followed by the mentor’s specific observations in the focus area, With a collaborative discussion on how to enrich the mentee’s teaching skills.

14. Use the following building blocks: DEBRIEF FEEDBACK WRAP-UP DEBRIEF FEEDBACK WRAP-UP

15. DEBRIEF: Mentor and mentee discuss the teaching session in general. Mentee talks about what went well. Mentee talks about how things went in the focus area. Mentee talks about what s/he might do differently next time. Mentor and mentee discuss the teaching session in general. Mentee talks about what went well. Mentee talks about how things went in the focus area. Mentee talks about what s/he might do differently next time.

16. FEEDBACK : Mentor discusses observations in focus area. Mentor discusses teaching strengths and areas for improvement. Mentor uses specific examples, differentiates between objective data and subjective impressions. Mentor limits feedback to 3 areas (or less). Mentor discusses observations in focus area. Mentor discusses teaching strengths and areas for improvement. Mentor uses specific examples, differentiates between objective data and subjective impressions. Mentor limits feedback to 3 areas (or less).

17. WRAP-UP Together, mentor and mentee discuss areas for enrichment of teaching skills. Mentee sets goals for continued development of teaching skills. Mentor and mentee may wish to meet again to discuss progress. Together, mentor and mentee discuss areas for enrichment of teaching skills. Mentee sets goals for continued development of teaching skills. Mentor and mentee may wish to meet again to discuss progress.

18. WRAP-UP Mentor and mentee finish with recap of strengths. Mentee keeps TOP Observation Form. Mentee gives verbal feedback to mentor about process. Mentee fills out a brief E*Value questionnaire to let us know how it went. Mentor and mentee finish with recap of strengths. Mentee keeps TOP Observation Form. Mentee gives verbal feedback to mentor about process. Mentee fills out a brief E*Value questionnaire to let us know how it went.

19. Thank you. Please feel free to contact the Academy of Medical Educators Faculty Development Working Group Co-Chairs Gurpreet Dhaliwal or Andrew Goldberg about any aspect of TIP- TOP. This is an evolving program, and your ideas and input are invaluable! Faculty Development Co-Chairs contact info: gurpreet.dhaliwal@va.gov; agoldberg@ohns.ucsf.edu Please feel free to contact the Academy of Medical Educators Faculty Development Working Group Co-Chairs Gurpreet Dhaliwal or Andrew Goldberg about any aspect of TIP- TOP. This is an evolving program, and your ideas and input are invaluable! Faculty Development Co-Chairs contact info: gurpreet.dhaliwal@va.gov; agoldberg@ohns.ucsf.edu