An Academician Preparation Program for Pharmacy Residents

Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015.Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members.

Section: Resultsmentioning

confidence: 99%

“…Twelve were excluded because they did not meet inclusion criteria, leaving six for full text review. [21][22][23][24][25] Second, all of the references of each eligible article were searched to find additional publications that met the criteria. This resulted in five more publications.…”

Section: Methodsmentioning

confidence: 99%

An Investigation of Teaching and Learning Programs in Pharmacy Education

Strang

Baia

2016

“…Many residency programs have established teaching certificates or academic preparation programs which likely play a significant role in career direction for post-graduate trainees. 14,27 There are limitations to this study. While the large sample of students improves strength and validity, some endpoints had fewer positive outcomes, such as grant funding, not allowing for impact assessment of all variables.…”

Section: A J P Ementioning

confidence: 99%

Outcomes of Student-Driven, Faculty-Mentored Research and Impact on Postgraduate Training and Career Selection

Osborne

Woods

Maxwell

et al. 2018

Objectives. To evaluate scholarly deliverables from student-driven research and explore the impact on postgraduate training placement rates, pharmacy faculty appointments and lifetime publications. Conclusions. Students who engaged in elective research had significant scholarly deliverables including peer reviewed publications. Students were more likely to successfully match in a post-graduate position and achieve full-time academic appointments.

“…A live seminar approach appears common for pedagogy instruction within teaching programs, although prerecorded or distance learning sessions have also been used. [2][3][4][5][6][7][8][9][11][12] In fall 2010, Albany College of Pharmacy and Health Sciences (ACPHS) began offering a teaching program to residents and fellows affiliated with the main campus in Albany, New York and the satellite campus in Colchester, Vermont. While not a "certificate program" according to New York State Department of Education requirements, the teaching program was designed to include requirements comparable to established resident teaching certificate programs in other states.…”

Section: Introductionmentioning

confidence: 99%

“…1 Within the scope of these standards, specific curricular content and teaching methods offered in resident teaching programs varies, though pedagogy instruction prior to mentored teaching experiences is common. [2][3][4][5][6][7][8][9] Guidelines for resident teaching experiences were developed by the American College of Clinical Pharmacy (ACCP) to promote standardization. 10 These guidelines address teaching experience standards for residencies with or without a formal teaching program or certificate program through an affiliated academic institution.…”

Section: Introductionmentioning

confidence: 99%

An Asynchronous Learning Approach for the Instructional Component of a Dual-Campus Pharmacy Resident Teaching Program

Garrison

Baia

Canning

et al. 2015

Objective. To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college.Design. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination of the learning environment. Asynchronous online learning replaced distance technology or lecture capture. Using a pedagogical content knowledge framework, residents participated in self-paced online learning using faculty recordings, readings, and discussion board activities. A learning management system was used to assess achievement of learning objectives and participation prior to progressing to the teaching experiences component of the teaching program (Part II). Assessment. Evaluation of resident pedagogical knowledge development and participation in Part I of the teaching program was achieved through the learning management system. Participant surveys and written reflections showed general satisfaction with the online learning environment. Future considerations include addition of a live orientation session and increased faculty presence in the online learning environment.Conclusion. An online approach framed by educational theory can be an effective way to provide pedagogy instruction within a teaching program.