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

Many factors contribute to the vitality of an individual faculty member, a department, and an entire academic organization. Some of the relationships among these factors are well understood, but many questions remain unanswered. The Joint Task Force on Faculty Workforce examined the literature on faculty workforce issues, including the work of previous task forces charged by the American Association of Colleges of Pharmacy (AACP). We identified and focused on 4 unique but interrelated concepts: organizational culture/climate, role of the department chair, faculty recruitment and retention, and mentoring. Among all 4 resides the need to consider issues of intergenerational, intercultural, and gender dynamics. This paper reports the findings of the task force and proffers specific recommendations to AACP and to colleges and schools of pharmacy.

Section: Faculty Recruitment and Retentionmentioning

confidence: 99%

Pharmacy Faculty Workplace Issues: Findings From the 2009-2010 COD-COF Joint Task Force on Faculty Workforce

Desselle

Peirce

Crabtree

et al. 2011

“…In a previous study in which pharmacy students participated in 3 educational elective courses, the authors demonstrated increased knowledge and teaching skills, but only some of the results were statistically significant. 16 We believe the overall success of our program was due to the rigorous TA responsibilities and the ongoing mentorship provided by PCL faculty members. Our program involved many components including weekly small-group facilitation, grading, weekly TA meetings, American Journal of Pharmaceutical Education 2016; 80 (9) Article 149.…”

Section: Discussionmentioning

confidence: 95%

“…Some opportunities offered by institutions to stimulate pharmacy student knowledge and interest in academia include teaching electives and advanced pharmacy practice experiences (APPEs). [13][14][15][16] Nonetheless, additional educational opportunities are needed to encourage students to consider a career in academic pharmacy. Student teaching programs may meet the goal of furthering student knowledge of academic pharmacy.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a Teaching Assistant Program for Third-Year Pharmacy Students

Bradley

Khanova

Scolaro

2016

Objectives. To determine if a teaching assistant (TA) program for third-year pharmacy students (PY3s) improves confidence in teaching abilities. Additionally, 3 assessment methods (faculty, student, and TA self-evaluations) were compared for similarities and correlations.Methods. An application and interview process was used to select 21 pharmacy students to serve as TAs for the Pharmaceutical Care Laboratory course for 2 semesters. Participants' self-perceived confidence in teaching abilities was assessed at the start, midpoint, and conclusion of the program. The relationships between the scores were analyzed using 3 assessment methods. Results. All 21 TAs agreed to participate in the study and completed the 2 teaching semesters. The TAs confidence in overall teaching abilities increased significantly (80.7 vs 91.4, p,0.001). There was a significant difference between the three assessment scores in the fall (p50.027) and spring (p,0.001) semesters. However, no correlation was found among the assessment scores. Conclusions. The TA program was effective in improving confidence in teaching abilities. The lack of correlation among the assessment methods highlights the importance of various forms of feedback.

“…Furthermore, if there are enough programmatic strengths or instructors with common interests, elective sequences or concentrations can be developed. Topics for elective concentrations might include research, 9 leadership, 10 academia, 11 or specialized clinical focus areas. 12 These concentrations may involve partnering with other health professions for interprofessional design and delivery.…”

Section: Partnering With Students and Providing A Sandbox For Facultymentioning

confidence: 99%

Cultivating a Vibrant and Thriving Elective Curriculum in Pharmacy Schools

Berlie

Janke

Garwood

2020

Elective courses are required in Doctor of Pharmacy (PharmD) curricula in the United States, but they may receive less attention than required courses in the core curriculum. Elective courses can serve as a platform for innovation in, experimentation with, and implementation of high-impact educational practices. However, these benefits may not always be realized or maximized. We advocate for an "elective curriculum" that is strategically designed and intentionally planned and managed. Students, faculty members, and administrators all play important roles in creating this curriculum. To ensure the curriculum is vibrant and thriving, attention is needed to: alignment with institutional missions, meeting the postgraduation needs of students and employers, enhancing faculty development and faculty experience, strengthening partnerships within the university and/or external entities, and moving the profession forward.