Evaluators' Use of Peer Debriefing

Three Impressionist Tales

Datos Bibliográficos

ID2387393
AutoresJoanne E Cooper (University of Hawaiʻi at Mānoa), Joanne Cooper (0000-0003-1340-3872), Paul R Brandon (University of Hawaiʻi at Mānoa), Marlene A Lindberg (University of Hawaiʻi at Mānoa), Marlene Lindberg
Año1998
Volumen4
Número2
Páginas265-279
Fecha de publicación1998-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaQualitative Inquiry (JOURNAL)
Identificadores de la revistaISSN: 1077-8004 • E-ISSN: 1552-7565
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/107780049800400207
OpenAlexW1986317605
IdiomaEN
Citas recibidas3
Referencias citadas10

Program evaluators are sometimes requested to help their clients identify ways to use evaluation findings, but little guidance for this task has been provided in the literature. How might evaluators grapple with this dilemma? This article discusses the use of peer debriefing as a method for helping evaluators during the final stage of the evaluation of a curriculum in a school of a large state university and presents the implications of these findings for program evaluators and qualitative researchers. The authors employ an impressionist tale format to discuss the impact of the peer debriefing process on the peer debriefer, the principal investigator, and the project director. The method is found to be helpful to evaluators who face issues of roles, the use of expertise, and interpersonal dynamics

Curriculum · Debriefing · Dilemma · Interpersonal communication · Medical education · Pedagogy · Process (computing · Qualitative research · Sociology · Task (project management · Applied Psychology · Computer Science · Engineering · Evaluation and Performance Assessment · Medicine · Psychology · Service-Learning and Community Engagement · Social Psychology · Social Work Education and Practice