Paired peer review of university classroom teaching in a school of nursing and midwifery

Paul Bennett, Stephen Parker, Heather Smigiel

    Research output: Contribution to journalArticlepeer-review

    11 Citations (Scopus)


    Background: Peer review of university classroom teaching can increase the quality of teaching but is not universally practiced in Australian universities. Aim: To report an evaluation of paired peer-review process using both paper and web based teaching evaluation tools. Methods: Twenty university teachers in one metropolitan Australian School of Nursing and Midwifery were randomly paired and then randomly assigned to a paper based or web-based peer review tool. Each teacher reviewed each other's classroom teaching as part of a peer review program. The participants then completed an 18 question survey evaluating the peer review tool and paired evaluation process. Responses were analyzed using frequencies and percentages. Results: Regardless of the tool used, participants found this process of peer review positive (75%), collegial (78%), supportive (61%) and non-threatening (71%). Participants reported that the peer review will improve their own classroom delivery (61%), teaching evaluation (61%) and planning (53%). The web-based tool was found to be easier to use and allowed more space than the paper-based tool. Conclusion: Implementation of a web-based paired peer review system can be a positive method of peer review of university classroom teaching. Pairing of teachers to review each other's classroom teaching is a promising strategy and has the potential to improve teaching in teaching universities.

    Original languageEnglish
    Pages (from-to)665-668
    Number of pages4
    JournalNurse Education Today
    Issue number6
    Publication statusPublished - Aug 2012


    • Higher education
    • Internet
    • Nursing
    • Peer review
    • Teaching


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