Abstract
Purpose: The education of future health professionals brings with it a diversity of programs, the requirements for effective work-integrated learning experiences, and best use of discipline and clinical expertise. Peer review of teaching (PRT) is one mechanism whereby interdisciplinary connections are built to improve the quality of teaching and learning. This article introduces a novel perspective on the PRT process and highlights the importance of interdisciplinary collaboration. Methods: The Health Sciences Special Interest Group within the Higher Education and Research Development Society of Australasia initiated a cross-institutional PRT which included seven educators of varying academic experience from six Australian academic institutions. Upon completion of the PRT, each educator undertook a written reflection using six prompts to guide consistency. Results: Our findings highlighted the value of cross-institutional and cross-disciplinary PRT. We have learned from each other and gained more appreciation for the effort educators put into teaching and learning design that is meaningful and impactful for student learning, which is one of the main foci of the process. Conclusion: Building on our experiences, we propose a cross-institutional, crossdisciplinary approach to PRT that moves beyond traditional intra-institutional models. This approach enriches pedagogical insights, enhances objectivity, and fosters more critical feedback.
Recommended Citation
Kusljic, Snezana; Reinke, Nicole B; Crotti, Tania N; Francis, Nidhish; Paquet-Fifield, Sophie; Reyk, David Van; and Forbes, Roma
(2026)
"Fostering cross-institutional and cross-disciplinary peer review of teaching in health sciences programs,"
Health Professions Education: Vol. 12:
Iss.
2, Article 10.
DOI: 10.55890/2452-3011.1394
Available at:
https://hpe.researchcommons.org/journal/vol12/iss2/10
