Presented By: John Lowry, Central Michigan University College of Medicine
Co-Authors: Andy Bazakis, Central Michigan University College of Medicine
Judy Blebea, Central Michigan University College of Medicine
Nicole Wright, Central Michigan University College of Medicine

Purpose 
Peer observation of teaching can contribute to improved teaching practices with several models described. We sought to design and implement a developmental model of peer observation of teaching that would be firmly grounded in self-determination theory and to assess its effectiveness. 

Methods 
We created a peer observation of teaching program for medical faculty based on the principles of self-determination theory and the psychological need for autonomy, competence, and relatedness. Faculty autonomy was optimized by allowing for voluntary participation, ability to select the peer observer across any discipline and to set the goals. Faculty could choose to observe an in-person, virtual or recorded session of teaching. Training on peer observation and coaching skills was provided. Faculty competence was enhanced by an immediate debriefing and a subsequent feedback process. The program's design fostered a community of practice to enhance relatedness. 

Results 
There were 20 faculty who participated in the program. Faculty overwhelmingly rated the program as having a positive impact on their competence in teaching and professional development. All respondents indicated they valued the program's structure of providing a choice of peer observer and peer engagement. Only 44% of participants agreed that participating would improve their ability to get promoted. Open comments indicated that while faculty enjoyed seeing different teaching styles and receiving feedback, it was sometimes a challenge to set up observation appointments around busy schedules. 

Conclusions 
A peer observation of teaching program that maximizes faculty autonomy, competence, and relatedness can be very effective and received well by faculty. The sense of ownership and control over their professional growth fosters enthusiasm. Emphasizing relatedness by creating a supportive community of practice helps faculty members feel connected, valued, and engaged in a collaborative learning environment. This portable framework, maximizing faculty self-direction and connections, can transform teaching practices. Self-determination principles are vital for productive peer reviews.