“Friendly Feedback:” Lessons Learned from the Implementation and Evaluation of a Structured Peer Observation and Feedback Program at the American Academy of Neurology (AAN) National Meeting
Joseph Geraghty1, Brian Emmert2, Erick Tarula3, Roy Strowd4, Tracey Milligan5, Galina Gheihman6
1Neurology, University of Pennsylvania Health System, 2Columbia University Irving Medical Center, 3University of Wisconsin - Madison, 4Wake Forest School Of Medicine, 5New York Medical College, 6Brigham & Women's Hospital
Objective:
We implemented and evaluated a novel formal peer observation and feedback program for educators at the AAN annual meeting.
Background:
Faculty observation and feedback can improve teaching effectiveness. While educators often provide feedback to learners, they rarely receive structured feedback themselves. Targeted, specific, actionable feedback from peers can improve teaching, which enhances learner outcomes. Despite its potential, structured faculty observation and feedback remains underutilized. To address this gap, we piloted a peer feedback program at a national meeting.
Design/Methods:
We designed and implemented the “Friendly Feedback” Peer Observation Program in the Education Room at the 2025 AAN Annual Meeting. We recruited volunteer observers via the AB Baker Section Synapse. Speakers already scheduled to present were recruited via email. All observers completed an online training reviewing evidence-based feedback models. Facilitation guides assisted participants in each step of the process. A post-program survey emailed after the meeting and three-month follow-up semi-structured interviews were used for program evaluation.
Results:
Twenty-five educators volunteered as observers. Of 50 eligible speakers, 22% (n=11) volunteered to be observed and we paired nine of 11 (82%). 14 of 18 (78%) participants responded to the post-program survey. On a scale from 1 to 5 (5=Strongly Agree), both speakers (Median 5, IQR 4-5) and observers (Median 4.5, IQR 4-5) rated the program as educational. On a scale from 1-10 (10=Extremely Likely), participants were likely to recommend this program to a colleague (Median 9, IQR 8-10). A majority (61%, n=11) believed the program would change their future teaching practice.
Open-ended responses revealed what participants learned, how they planned to implement feedback, and suggestions for program improvement.Conclusions:
“Friendly Feedback” successfully leveraged an existing community of faculty educators to implement structured peer observation and feedback at a national meeting. The program is feasible and offers a model that can be replicated in other settings.
Disclaimer: Abstracts were not reviewed by Neurology® and do not reflect the views of Neurology® editors or staff.