Medical Education | 2019
Augmented reality for training operating room scrub nurses
Abstract
aspects and opportunities for improvement, and (v) repeat: the observer and teacher schedule a new session in which their roles will be reversed. We held three rounds of P2P during the longitudinal programme. Participants were: in round one, paired with a peer in the programme; in round two, paired with a programme faculty member; and in round three, paired with a colleague of their choice. What lessons were learned? To date, 50 participants completed 91 P2P paired sessions. Most participants had never previously been observed during a teaching session. Although we expected to encounter resistance to the concept of peer observations amongst our faculty staff, they overwhelmingly engaged with the process and appreciated the bidirectional nature of the observations. Interestingly, participants favoured the role of observer, witnessing and experiencing the best practices of their colleagues. When observing, participants appreciated the challenge of identifying and naming specific teaching skills and behaviours they wished to critique. When being observed, they noted the positive reinforcement provided by having their teaching skills validated when they did something well and appreciated the opportunity to debate different approaches to teaching challenges. A challenge of the programme concerned scheduling busy clinicians to observe each other. The provision of administrative support with scheduling, as well as a generous time frame for the completion of the sessions (3 months), helped to address this issue. Common goals of participants included budgeting time, engaging learners of all levels, and providing valuable real-time feedback. Oral and written feedback was comprehensive yet behaviourally specific, thoughtful and personalised. One participant reflected: