This paper outlines twelve tips for undertaking peer observation of teaching in medical education, using the peer review model and the experiences of the authors. An accurate understanding of teaching effectiveness is required by individuals, medical schools, and universities to evaluate the learning environment and to substantiate academic and institutional performance. Peer Observation of Teaching is one tool that provides rich, qualitative evidence for teachers, quite different from closed-ended student evaluations. When Peer Observation of Teaching is incorporated into university practice and culture, and is conducted in a mutually respectful and supportive way, it has the potential to facilitate reflective change and growth for teachers.

Portfolios have been used in health professions for many decades as a means of documenting reflective practice that inform change, supports the understanding of professionals’ development needs and changing care options for clients. Electronic versions of one’s portfolio of evidence or E-Portfolios became more prevalent in the early 2000s as a repository to store evidence and reflections. However, in recent years E-Portfolios have evolved from a repository to an articulation of authentic learning and development. Introduction of a range of E-Portfolio technology options, hosting systems and increasing professional/ethical standards, has resulted in challenges and opportunities for academics and professionals to meet increasing requirements for teaching and support of students training for health professions. This paper explores twelve tips explained and justified in a Health Science context, designed to support students developing and using E-Portfolios to fulfil professional standards, show evidence of reflective practice and culminate in securing a job in their field.

A growing number of educators and students are adopting mobile devices and using applications (apps). There are often no formal guidelines to assist with evaluating apps. A review of the literature was conducted to determine relevant criteria that could be applied to evaluating apps. Relevant examples are included where appropriate. Evaluation criteria are offered to assist educators and students with determining the suitability of apps.

Background: Research supervision is a task that requires a set of abilities and skills. Many academics begin research supervision as novices and develop their abilities and skills through experience over time. Aim: We aim to provide advice about research supervision to prospective supervisors. Methods: We used critical reflection of our experiences, including feedback received from students under supervision as well as advice from the literature to develop these tips. Results: Twelve tips are presented to assist faculty with research supervision. Conclusion: Research supervision is an important component of many medical academics' work. Beginning supervisors need to understand the dynamics and practicalities of supervision before they embark on this process.

Objective: The aim of this study was to introduce new approaches to conduct qualitative research that may provide valuable insight into issues related to education, training and patient care in psychiatry. Conclusions: A variety of data-collection tools is available for researchers and practitioners in psychiatry. These can be used independently or in conjunction with other quantitative and qualitative methods.