TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments.
Objectives. To identify the variables associated with an academic pharmacy career choice among the following groups: final professional-year doctor of pharmacy (PharmD) students, pharmacy residents, pharmacy faculty members within the first 5 years of academic employment, and clinical pharmacy practitioners. Methods. A cross-sectional design Web-based survey instrument was developed using the online tool SurveyMonkey. The survey link was distributed via e-mail and postcards, and data were collected anonymously. Quantitative analyses were used to describe the 2,494 survey respondents and compare their responses to 25 variables associated with an academic pharmacy career choice. Logistic regression models were used to predict the motivators/deterrents associated with an academic pharmacy career choice for each participant group. Results. Across all participant groups, the potential need to generate one's salary was the primary deterrent and autonomy, flexibility, and the ability to shape the future of the profession were the primary motivators. Final-year pharmacy students who considered a career in academic pharmacy were significantly deterred by grant writing. The overall sample of participants who considered an academic pharmacy career was more likely to be motivated by the academic environment and opportunities to teach, conduct professional writing and reviews, and participate in course design and/or assessment. Conclusions. This study demonstrates specific areas to consider for improved recruitment and retention of pharmacy faculty. For example, providing experiences related to pharmacy academia, such as allowing student participation in teaching and research, may stimulate those individuals' interest in pursuing an academic pharmacy career.
Background. Butler University College of Pharmacy and Health Sciences (COPHS) developed a mentoring program between students enrolled in the Freshmen Health Sciences Seminar (PX100) and student-pharmacists in the first through third professional years, with the goal of better preparing the preprofessionals for the college's curriculum. Methods. Mentees were randomly assigned to mentors. The course required 3 contacts, with formal documentation of each, and a reflective assessment of the experience. Upon completing the semester, we evaluated the program by considering the types and methods of contacts, positive or negative reactions, and recommendations for future improvement. Results. The majority of students gave the program high ratings, with 74% of the mentees and 64% of the mentors reporting a positive experience. Conclusion. We expect the mentoring experience will continue as a means of informing future preprofessional students about the pharmacy program's requirements and of fostering professional growth.
INTRODUCrION CAcademic Hising involves the interaction of faculty and rtudents in quest of the best possibie decisions about students' academic programs. Each has imponant contributions to make to the process. The faculty member brings experience, knowledge about the university, and an understanding of the discipline or profession. The student wants access to that knowledge and to the faculty member when making decisions about hidher academic program. How w d this process works depends upon how well each participant-faculty member and student-mas hisiher obligation, and upon the quallty of the personal interaction between the two individuals.What ir expected of an academic advisor? What is thestudent's responsibility in the advising process? Is thue agreement on the part of either participant a h u l perceptions and expectations of theother7 Answers to these questions are the key to interpreting and understanding the succcsm and failures of this important aspect of our educational system. For exampk, i f students expect something from the advising process which advisors do not exped to provide. then the chances of achieving positive results may not be good.
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