Faculty of Medicine, Dentistry and Health Sciences
Peer Observation of Teaching checklist
Select the items you wish to address in this session. Copy and paste the individual items into the
POT personal checklist template. The checklist is arranged in the following sections:
Specific teaching sessions

Clinical teaching

PBL session
Note: some items for PBL and CBL are

CBL session
interchangeable

Laboratory/practical session

Online teaching/WebCT
CLINICAL TEACHING
CT1
Listens carefully to the patient
CT2
Listens carefully to the students’ clinical reasoning
CT3
Expresses views in clear, simple and concise language
CT4
Sets a general framework for solving clinical problems
CT5
Motivates the students to attempt to solve problems
CT6
Discusses general principles of medicine when exploring a case
CT7
Models good communication skills
CT8
Models good behaviour physically and emotionally
CT9
Asks closed-ended questions to guide students in an appropriate direction
CT10
Asks open-ended questions to stimulate problem solving
CT11
PBL SESSION
PBL1 Facilitator is well-prepared, with all materials ready and available.
PBL2
An overview and clear instructions on the procedures for the session are provided.
PBL3
Progress is clarified at various stages in the session.
PBL4
The group remains on task.
PBL5
Small groups are organised appropriately.
PBL6
The problem posed is appropriate for PBL.
PBL7
Good use made of open-ended questions to guide students.
PBL8
Students are challenged to think critically and analytically.
PBL9
Students are guided to solve problems, rather than having answers provided.
PBL10 Students are encouraged to reflect on their learning process.
PBL11
CBL SESSION
CBL1 The learning outcomes for the session are clearly stated.
CBL2
The presentation of the case and the learning outcomes are congruent.
CBL3
The classroom (real or virtual) is arranged to facilitate discussion.
CBL4
The ground rules for discussion are articulated and maintained.
CBL5
The case is presented clearly and concisely, in a realistic context.
CBL6
The students have been given sufficient time to prepare for the discussion.
CBL7
The case history provides necessary and sufficient information.
CBL8
The content of the case is appropriate to the students’ stage of development.
CBL9
The case provokes discussion and stimulates decision-making.
CBL10 Questioning by the facilitator is focused and promotes discussion.
CBL11 The facilitator summarises key issues at appropriate times.
CBL12 The facilitator gauges the pace of the discussion and adjusts as required.
CBL13 The facilitator provides essential information during the discussion and directs
students to resources if necessary.
CBL14
LABORATORY/PRACTICAL SESSION
LAB1
Is well-prepared, all materials ready and available.
LAB2
Gives clear instructions on the procedures for the session.
LAB3
Allows sufficient time for tasks to be completed.
LAB4
Moves around helping/advising/giving feedback.
LAB5
Copes adequately with problems or interruptions.
LAB6
Keeps the group on task.
LAB7
Anticipates problems/redirects and refocuses students when necessary.
LAB8
Maintains awareness of all students/groups in the room.
LAB9
Is accessible to all students during the session.
LAB10
ONLINE TEACHING/WEBCT
OLT1
Unit homepage is clear, uncluttered and contains essential information eg contact
details for staff.
OLT 2
Valid links to Lectopia and Course Materials Online are provided (where
appropriate).
OLT 3
Access to help is clearly defined. Who to contact, how to contact them and under
what circumstances.
OLT 4
Materials and learning objects are logically sequenced.
OLT 5
Instructions are provided on how to use learning objects with an indication of their
relative importance in the unit.
OLT 6
The use of tools and learning objects is purposeful and relates to the learning
outcomes.
OLT 7
Tools such as tutorials and other software are easily accessible – links provided etc.
OLT 8
All objects in the unit are current, outdated or redundant materials have been
removed.
Instructions are provided on how to use aspects of the LMS which are specified in the
unit, such as synchronous or asynchronous discussions, access to the lecturer online
etc.
OLT 10 Discussions are appropriately integrated to achieve the stated learning outcomes or to
enhance learning opportunities for the students
OLT 9
OLT 11 Guidelines are provided for appropriate interaction with staff and other students and
expectations of student behaviour.
OLT 12 A variety of media/tools are used in the unit to enhance learning beyond traditional
methods of teaching/learning.
OLT 13 Communication activities are designed to build a ‘learning community’.
OLT 14 Guidelines are provided on the quality and quantity of interactions with staff and/or
other students.
OLT 15 The unit guidebook is provided online with all relevant information on learning
outcomes, schedule of activities and assessments.
OLT 16 Links are provided to institutional/faculty/school policies on all aspects of student
behaviour eg plagiarism, late submission of assignments etc
OLT 17 Technical accessibility issues have been addressed eg alternative software or
hardware.
OLT 18 Feedback mechanisms are provided to students to comment on technical difficulties,
online learning materials etc.
OLT 19