A Critical Appraisal of and Recommendations for Faculty Development

Guglielmo, B. Joseph; Edwards, David J.; Franks, Andrea S.; Naughton, Cynthia A.; Schonder, Kristine S.; Stamm, Pamela L.; Thornton, Phillip L.; Popovich, Nicholas G.

doi:10.5688/ajpe756122

Cited by 46 publications

(47 citation statements)

References 45 publications

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“…Programs have been more focused on tenure track faculty members than non-tenure track faculty members. 15 However, guidelines for a mentoring program specific for pharmacy practice faculty members has been published. 16 Perhaps with more focus on this issue, more mentoring programs will be implemented to address this concern.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Tenure and Tenure Reform in Academic Pharmacy

Pfeiffenberger

Rhoney

Cutler

et al. 2014

American Journal of Pharmaceutical Education

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Objectives. To determine the academic pharmacy community's perceptions of and recommendations for tenure and tenure reform. Methods. A survey instrument was administered via either a live interview or an online survey instrument to selected members of the US academic pharmacy community. Results. The majority of respondents felt that tenure in academic pharmacy was doing what it was intended to do, which is to provide academic freedom and allow for innovation (59.6%). Respondents raised concern over the need for faculty mentoring before and after achieving tenure, whether tenure adequately recognized service, and that tenure was not the best standard for recognition and achievement. The majority (63%) agreed that tenure reform was needed in academic pharmacy, with the most prevalent recommendation being to implement post-tenure reviews. Some disparities in opinions of tenure reform were seen in the subgroup analyses of clinical science vs basic science faculty members, public vs private institutions, and administrators vs nonadministrators. Conclusions. The majority of respondents want to see tenure reformed in academic pharmacy.

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Section: Discussionmentioning

confidence: 99%

Perceptions of Tenure and Tenure Reform in Academic Pharmacy

Pfeiffenberger

Rhoney

Cutler

et al. 2014

American Journal of Pharmaceutical Education

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“…Furthermore, learning from the most up-to-date scholarly knowledge and experience is a key ingredient in good teaching. Paradoxically, researchers are expected to introduce the most complex research findings to students who have much less disciplinary knowledge, but in many settings teachers are not offered adequate support to develop such pedagogic competence [14][15] . Although there are programmes intended to enhance faculty development in health-care professions, few of these have been adequately evaluated concerning their impact on science and clinical science faculty members including clinician-teachers 16 .…”

Section: Utilisation Of Research-based Information Among the He Teachersmentioning

confidence: 99%

Accessing research literature: A mixed-method study of academics in Higher Education Institutions in Nepal

Simkhada

Teijlingen

Devkota

et al. 2014

Nepal J Epidemiology

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Background:Research in Higher Education (HE), particularly in health and medical sciences plays a crucial role, not only in enhancing knowledge and skills of students and academics, but also in helping to develop managers and policy makers who rely on evidence-based planning and programming. This paper reports university teacher's knowledge and practices in accessing to electronic research-based evidences in health and medical sciences in Nepal. Corresponding Author Material and Methods:This was mixed-methods study comprising a selfadministered questionnaire completed by HE teachers and informant key interviews with authorities of HE institutions. A total of 15 out of the total 40 institutions offering HE above Bachelors level on health-related subjects were included for the study. Results:The response rate was 68%; 244 out of 360 HE teachers completed self-administered questionnaire. The respondents comprised nurses (36%), followed by doctors (23%), public health practitioners (18%), dentists (17%) and pharmacists (12%). Most of the HE teachers reported that they have computer skills and possess their own computer. Two-thirds (66%) of the HE teachers had work email and almost all (93%) have a personal email ID. All institutions had a computer lab and/or library. Almost all teachers had internet access at work but the internet was reportedly slow. Each institution had a librarian to support to the students and staff but only a third of teachers sought their help. Many do not know what kind of support librarians can provide. Less than half of the staff had accessed electronic research materials. This proportion varied between HE institutions ranging from 13 to 83%. HINARI and PubMed were the mostly used research databases. Less than half of respondents (48%) had published research papers in peerreviewed journals, and only 19% published a paper based on a systematic review. Female HE teachers were less likely to publish (32%) than males (68%). More readers and professors had published (75%) than instructors/assistant lecturers (30%) and lecturers (45%). Conclusions:Accessing electronic research literature provides an opportunity to gathering up-to-date research-based information that should be core to all health curricula. We call upon curriculum developers and university authorities in Nepal to revise health curricula and help build electronic searching skills among staff and students.

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“…10 In another article, which highlighted a lack of outcomes-oriented faculty-development programs in colleges and schools of pharmacy, the authors provided recommendations for improving faculty success in achieving tenure and promotion. 11 While this article is an excellent resource, it does not specifically address the subpopulation of new faculty members transitioning directly from residency.…”

Section: Evaluation Of Literaturementioning

confidence: 99%

A Blueprint for Transitioning Pharmacy Residents Into Successful Clinical Faculty Members in Colleges and Schools of Pharmacy

Wanat

Garey

2013

American Journal of Pharmaceutical Education

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With the increase of new pharmacy colleges and schools throughout the country, the number of open clinical academic pharmacy positions continues to grow. Considering the abundance of clinical faculty positions available nationwide and the increased likelihood of current pharmacy residents transitioning from residency directly into academia, pharmacy residents must be prepared to succeed in the role of new clinical faculty member. However, no blueprint or recommendations have yet been provided to facilitate this transition. The purpose of this review article is to evaluate the literature regarding transitioning pharmacy students and/or residents into faculty roles. The literature reviewed represents nursing, medical, graduate school, and engineering disciplines because no literature on this topic was available from the pharmacy profession. Based on the recommendations provided in the literature and on the authors' experience at their college, they created a blueprint consisting of 7 components to help residents transition directly into their roles as faculty members.

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A Critical Appraisal of and Recommendations for Faculty Development

Cited by 46 publications

References 45 publications

Perceptions of Tenure and Tenure Reform in Academic Pharmacy

Perceptions of Tenure and Tenure Reform in Academic Pharmacy

Accessing research literature: A mixed-method study of academics in Higher Education Institutions in Nepal

A Blueprint for Transitioning Pharmacy Residents Into Successful Clinical Faculty Members in Colleges and Schools of Pharmacy

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