• Margarita DiVall, Judith Barr, Michael Gonyeau, S James Matthews, Jenny Van Amburgh, Donna Qualters, and Jennifer Trujillo.
• Northeastern University School of Pharmacy, Boston, MA 02115, USA. m.divall@neu.edu
• Am J Pharm Educ. 2012 May 10; 76 (4): 61.

ObjectiveTo assess a previously described peer observation and evaluation program 2 years after implementation.MethodsAn pre-implementation survey assessed faculty needs and attitudes related to peer evaluation. Two years after implementation, the survey was repeated and additional questions asked regarding adherence to peer observation and evaluation policies and procedures, feedback received, and impact on teaching.ResultsFaculty attitudes towards peer evaluation stayed the same or improved post-implementation. Adherence to the initial 3 steps of the process was high (100%, 100%, and 94%, respectively); however, step 4, which required a final discussion after student assessments were finished, was completed by only 47% of the respondents. All faculty members reported receiving a balance of positive and constructive feedback; 78% agreed that peer observation and evaluation gave them concrete suggestions for improving their teaching; and 89% felt that the benefits of peer observation and evaluation outweighed the effort of participating.ConclusionsFaculty members adhered to the policies and procedures of peer observation and evaluation and found peer feedback was beneficial.

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