This study aimed to investigate and synthesize the policies and procedures associated with peer evaluation of teaching and instructional coaching (PET/IC) across pharmacy departments, schools, and colleges, while also identifying potential areas for enhancement grounded in best practice recommendations. A survey was distributed to all pharmacy programs accredited by the Accreditation Council for Pharmacy Education (ACPE) to collect data on institutional approaches for supporting and evaluating PET/IC programs. Descriptive statistics summarized the general characteristics of these programs, and inferential analyses compared responses based on institutional type (public vs. private) and age (0–10 years vs. older than 10 years).Responses were received from 91 institutions, yielding a 64.5% response rate. Among these, 78.4% reported having an established PET/IC program. Most programs incorporated both formative and summative evaluation methods (57.4%). The primary goals of PET/IC programs were faculty development (35.8%) and enhancing teaching quality (35.8%). Nearly half of the programs (46.3%) were mandatory for all faculty. Two-thirds of institutions (66.7%) utilized a single standardized evaluation tool. Only a small proportion (11.9%) had assessed or were in the process of assessing the effectiveness of their PET/IC program. Private institutions were more likely than public ones to offer incentives for observers (17.1% vs. 0%).PET/IC programs play a crucial role in providing structured feedback to educators on their teaching practices. While the majority of pharmacy institutions have such programs in place, implementation strategies vary widely. There is considerable potential for institutions to evaluate program effectiveness and adopt best practices to optimize teaching assessment.
