Does Didactic Teaching Translate into Effective Recall in the Clinical Setting? A Description and Methodology as Part of Peer Review Process
Associate Professor Karen K. Schultz Ph.D. and MBAAssociate Professor Douglas Smith Pharm.D. and BCNSP and BCOP
pages: 33 - 52
- DOI: 10.1300/J060v14n01_04
- Version of record first published: 31Oct2007
Abstract:
This study documents a clinical based peer review process for outcomes of didactic teaching, thereby expanding peer review normally associated with didactic teaching of either lecture or small-group discussion in contained classrooms. An Instruction Design faculty member conducted peer review in didactic instruction and learning objective construction. Randomly selected students were observed in the clinical setting to assess their recall and application of specific learning objectives taught in the didactic lecture. This process provides a model for peer review of didactic teaching with student clinical application and recall in the acute care clinical environment. This methodology ensures effective didactic teaching by observing and recording student behaviors and recall in the clinical setting. It enables students to receive feedback on their progress as learners as well as informing the practice faculty the level of recall and application of knowledge in the clinical setting.