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

Abstract

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.

An Investigation of Teaching and Learning Programs in Pharmacy Education

“…Stein et al was the only program to focus solely on faculty development. 31 Ten of the 20 residency teaching programs were for PGY1residents, 22,25,26,30,[32][33][34][36][37][38] one was for PGY2 residents only, 22 and seven included both PGY1 and PGY2 residents. 19,21,23,24,27,28,32,35 Two programs did not specify the audience.…”

“…Nineteen publications were reviewed, which represented 21 distinct programs. 19,[21][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37][38] Twenty of the 21 programs were residency teaching programs. Only one pertained solely to faculty development.…”

“…Most (80%) of these postgraduate programs were longitudinal and spanned the entire year. 19,[21][22][23][24][26][27][28][29][30]32,34,35,37,38 One program spanned both years of a PGY1 and PGY2 residency.…”

“…The majority of programs (81%) delivered formal didactic instruction in the form of workshops or seminars. 19,[21][22][23][24][26][27][28][29][31][32][33][34][35][36][37][38] The longitudinal 1-year programs typically offered 1-2 hour seminars every month for most months of the year. Seven programs indicated they front-loaded the seminars so residents could finish the didactic portion of the program in the fall and use the spring to apply their knowledge and skills during the experiential component.…”

“…[26][27][28][29][30] Finally, manual searches were performed in the American Journal of Pharmaceutical Education and Currents in Pharmacy Teaching and Learning, a nonindexed journal, using the search terms described above, which resulted in eight additional papers. [31][32][33][34][35][36][37][38] In total, 19 papers focused on 21 programs designed to improve teaching effectiveness for pharmacy residents or faculty members met the inclusion criteria.…”