Assessment of Teaching Experiences Completed During Accredited Pharmacy Residency Programs

McNatty, Danny; Cox, Craig D.; Seifert, Charles F.

doi:10.5688/aj710588

Cited by 44 publications

(46 citation statements)

References 8 publications

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“…The facilitators engaged in the PBL process as reported in the health sciences literature are professionals, including experienced students, residents, faculty, professionals from other disciplines (both nonclinical and clinical), and experts (Chng, Yew, & Schmidt, 2011;Hmelo-Silver & Barrows, 2006;McNatty, Cox, & Seifert, 2007;Ross et al, 2007; Opinions differ regarding whether the facilitator needs to be a content expert. Chng and colleagues showed that the facilitator's ability to foster social congruence within the PBL small group by providing a safe and open environment for free exchange of ideas may be more important to the success of the students than the facilitator's content knowledge (Chng et al, 2011).…”

Section: Developing a Facilitator Training Program Within A Theoreticmentioning

confidence: 99%

Facilitating Facilitators: Enhancing PBL through a Structured Facilitator Development Program

Salinitri¹,

Wilhelm²,

Crabtree³

2015

Interdisciplinary Journal of Problem-Based Learning

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With increasing adoption of the problem-based learning (PBL) model, creative approaches to enhancing facilitator training and optimizing resources to maintain effective learning in small groups is essential. We describe a theoretical framework for the development of a PBL facilitator training program that uses the constructivist approach as the program's guiding philosophy. The structured, pedagogically sound program was designed for a multidisciplinary pool of basic and social/administrative scientists, clinical faculty, practicing pharmacists, and post-graduate residents enrolled in a teaching certificate program. The training program employs the PBL experience, along with interactive technology, case-based and debriefing sessions with small groups and experienced facilitators. Proposed models for assessment of the facilitator training program include evaluation of inter-rater variability between facilitators with respect to student performance in PBL.

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Section: Developing a Facilitator Training Program Within A Theoreticmentioning

confidence: 99%

Facilitating Facilitators: Enhancing PBL through a Structured Facilitator Development Program

Salinitri¹,

Wilhelm²,

Crabtree³

2015

Interdisciplinary Journal of Problem-Based Learning

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“…Three hypotheses were postulated regarding enrollment in an education concentration: it (1) will increase positive attitudes towards using various assessment tools and instructional strategies to enhance teaching effectiveness; (2) will increase knowledge about concepts in higher education; and (3) will increase interest in pursuing a career in academia.…”

Section: Introductionmentioning

confidence: 99%

“…Previous reports have described efforts to prepare pharmacy students and residents for teaching responsibilities. [1][2][3][4][5][6] Attempts to enhance students' skills and depth of knowledge by offering focused concentrations also have been described in the literature. [7][8][9][10] The Southern Illinois University Edwardsville (SIUE) School of Pharmacy has developed an education concentration for PharmD students to address faculty recruitment and retention.…”

Section: Introductionmentioning

confidence: 99%

Impact of a Pharmacy Education Concentration on Students' Teaching Knowledge and Attitudes

Poirier

Santanello

2010

American Journal of Pharmaceutical Education

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Objective. To describe the introduction of an education concentration in a doctor of pharmacy (PharmD) program and to evaluate its impact on students' knowledge and attitudes about teaching. Design. A concentration consisting of 3 elective 2-credit didactic courses and an advanced pharmacy practice experience with a teaching focus were developed and implemented into the PharmD curriculum.Assessment. An attitudes survey instrument and knowledge test were administered to students enrolled in the education concentration track at baseline and after completing the 3 didactic education courses. Students' attitudes toward using various assessment tools and instructional strategies improved and knowledge about concepts in higher education and interest in pursuing a career in academia increased. Conclusion. Pharmacy students completing an education concentration were more likely to consider a career in higher education.

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“…[4][5][6][7] Furthermore, exposing residents to various activities within academia may stimulate their interest in pursuing this pharmacy career path. 8,9 Teaching certificate programs may also serve as a recruitment tool to help fill the estimated 27% of vacant faculty positions that remain unfilled because of a lack of qualified applicants. 10 While TCPs exist across the country, they lack standardization in content and structure.…”

Section: Introductionmentioning

confidence: 99%

Impact and Application of Material Learned in a Pharmacy Residency Teaching Certificate Program

Wahl

Margolis

Lintner

et al. 2014

American Journal of Pharmaceutical Education

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Objective. To describe the impact and application of material learned in a pharmacy resident teaching certificate program on the career experiences of alumni 1 to 11 years after completion of the program. Design. A teaching certificate program was established in 2001 that brought together residents from various training programs throughout Wisconsin to discuss essential educational skills in a dynamic learning environment. The purpose of the program was to teach participants the fundamental skills to continue to develop as a pharmacy educator throughout their career.Assessment. An electronic survey instrument was sent to alumni of the program. Greater than 70% of respondents agreed that the teaching certificate program reinforced their desire to teach in practice and that the program helped qualify them for their current or previous practice position. Alumni in academic positions more strongly agreed that the program changed their career interest to include academia and qualified them for their position in academia. Conclusions. A teaching certificate program can reinforce or stimulate interest among pharmacy residents in pursuing an academic career and prepare them for this role. Completion of the program led to a high level of confidence among the majority of alumni in their ability to precept students and residents and influenced some alumni involved in the hiring of pharmacists.

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Assessment of Teaching Experiences Completed During Accredited Pharmacy Residency Programs

Cited by 44 publications

References 8 publications

Facilitating Facilitators: Enhancing PBL through a Structured Facilitator Development Program

Facilitating Facilitators: Enhancing PBL through a Structured Facilitator Development Program

Impact of a Pharmacy Education Concentration on Students' Teaching Knowledge and Attitudes

Impact and Application of Material Learned in a Pharmacy Residency Teaching Certificate Program

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