Increasingly, medical education, and family medicine in particular, is focusing on improving clinical teaching. Peer coaching represents one alternative for improving and enhancing instruction. It enhances clinicians' understanding and use of new skills by demonstration, practice, and nonevaluativefeedback from their colleagues. This article introduces the idea of peer coaching as an approach to faculty development. It uses a l'/2-yearformative assessment of one family physician's teaching practices and beliefs to describe the process.
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