The views of academic and clinical teachers in Leicester Medical School on criteria to assess teaching competence in the small-group setting

Abstract

The views of academic and clinical teachers in Leicester Medical School on the criteria contained in the Leicester package for the assessment of small-group teaching skills (L-PAST) were investigated. A total of 100 academic and 154 clinical staff responded, giving response rates of 51% and 38% respectively of which a minority of teachers (32%) had received formal training in 'how to teach'. Some 97% of respondents approved of the need to identify explicit criteria prior to any assessment of teaching competence; 92% of respondents approved or strongly approved of the overall six categories of the L-PAST; 70% or more of respondents approved or strongly approved of 39 of the 42 component competences. There was no consensus for altering the L-PAST categories or component competences. Approval of the criteria contained in the L-PAST indicates that it could form the basis for using peer assessment of small-group teaching as a preliminary step in a faculty development programme.