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Dahlgren LO, Eriksson BE, Gyllenhammar H, et al. To be and to have a critical friend in medical teaching. Med Educ. 2006;40(1):72-8doi: 10.1111/j.1365-2929.2005.02349.x.
Dahlgren, L. O., Eriksson, B. E., Gyllenhammar, H., Korkeila, M., Sääf-Rothoff, A., Wernerson, A., & Seeberger, A. (2006). To be and to have a critical friend in medical teaching. Medical education, 40(1), 72-8. https://doi.org/10.1111/j.1365-2929.2005.02349.x
Dahlgren, Lars Owe, et al. "To be and to have a critical friend in medical teaching." Medical education vol. 40,1 (2006): 72-8. doi: https://doi.org/10.1111/j.1365-2929.2005.02349.x
Dahlgren LO, Eriksson BE, Gyllenhammar H, Korkeila M, Sääf-Rothoff A, Wernerson A, Seeberger A. To be and to have a critical friend in medical teaching. Med Educ. 2006 Jan;40(1):72-8. doi: 10.1111/j.1365-2929.2005.02349.x. PMID: 16441326.
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Med Educ. 2006 Jan;40(1):72-8. doi: 10.1111/j.1365-2929.2005.02349.x.

To be and to have a critical friend in medical teaching.

Medical education

Lars Owe Dahlgren, Björn E Eriksson, Hans Gyllenhammar, Maarit Korkeila, Annika Sääf-Rothoff, Annika Wernerson, Astrid Seeberger

Affiliations

  1. Department of Behavioural Sciences, Linköpings Universitet, Sweden.

PMID: 16441326 DOI: 10.1111/j.1365-2929.2005.02349.x

Abstract

BACKGROUND: In order to stimulate reflection and continuous professional development, a model of critical friends evaluating each other was introduced in medical education.

OBJECTIVE: To investigate whether the critical friend concept can serve as a pragmatic model for evaluation of medical teachers and as a fruitful tool for enhancing self-knowledge and professional development among medical educators.

METHODS: Three pairs of critical friends were formed, consisting of experienced medical teachers (n = 6) at the Karolinska Institutet. Each teacher was assigned to give 1 lecture and 1 seminar in his or her specific research or clinical field. The critical friend evaluated the performance in class, acting as an observer using a pre-formed protocol. The evaluation was communicated to the teacher during a 45-minute session within 48 hours after the teaching session. Each of the 6 teachers was criticised and gave criticism within the pair configurance. The outcome of the process was evaluated by an experimenter, not participating in the process, who performed a semistructured interview with each of the 6 teachers.

RESULTS: Each teacher had a different way of reflecting on teaching after the project than before and made changes in his or her way of teaching. We also noted that being a critical friend may be even more effective than having one. The majority of the feedback provided was positive and valuable.

CONCLUSION: To be and to have a critical friend is worth the extra workload. Therefore, the critical friend concept should be made part of regular teaching practice.

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