Preparing pharmacy faculty through a postgraduate year one pharmacy residency program that includes a master of science in education degree

Abstract

An effective pharmacist workforce requires highly qualified and effective pharmacy educators. Qualifications required of pharmacy practice faculty may vary by academic institution but the American College of Clinical Pharmacy recommends completion of a residency or fellowship that includes structured teaching experiences and scholarly activities. Although teaching and learning certificate programs may offer a way for residents to gain this experience, program quality may vary and there is evidence that department chairs and other administrators may value additional advanced degrees over these certificate programs. However, less than 20% of the faculty surveyed obtained an additional degree beyond the Doctor of Pharmacy. Advanced degree programs are also a relatively uncommon component of pharmacy residency programs, with a Master of Science in Health‐System Pharmacy Administration being the most common. The first year of an innovative postgraduate 24‐month pharmacy practice residency program that includes completion of a Master of Science in Education degree offers the breadth and depth of ambulatory care practice, teaching, service, and research/scholarship that is beneficial for pharmacists seeking pharmacy practice faculty appointments. Eight key residency elements critical for success are detailed. A description of core coursework highlighted the intentional design of the Master of Science in Education degree program. Previous resident graduates reflected on the value of the Master of Science in Education degree program and the overall pharmacy residency program. This unique post‐graduate training program may serve as a model for preparing pharmacy practice faculty.

Evaluation of Scholarship Motivators and Barriers for Non-Tenure-Track Faculty in a Department of Pharmacy Practice

“…One could argue that the time required to meet the overly burdensome accreditation requirements for both schools of pharmacy and residency programs works against the goal of developing critical thinking skills. In that same vein, some pharmacy schools may be well served by investing postgraduate training funds in fellowships or graduate programs to help develop the incoming faculty’s critical thinking and research skills [ 27 , 28 , 29 ].…”

Exploration and Research on the Training Mode of Professional Degree Graduates-taking Civil Engineering and Water Conservancy as an Example

“…Ray S. explores the research progress of master's degree education in pharmacy in colleges and universities from the perspective of postgraduate training. But their research is not good for the cultivation of graduate students (Ray, Johnson, Lokken et al, 2023). In today's rapidly developing science, technology, and economy, the requirements for professional talents in various industries have also changed accordingly.…”

Postgraduate pharmacy training: Much progress and much more to do

“…Recognizing the need to train the next generation of stewards for antithrombotic therapy, Inglis et al describe their collaboration with the Anticoagulation Forum in developing a new PGY2 residency in Thrombosis and Hemostasis Management, establishing the structure for other programs to emulate 5 . While many residency programs offer teaching and learning certificate programs, Ray et al describe a unique, 2‐year combined residency and degree program in which residents obtain their Masters of Science in Education during their residency training, preparing them for a career in academia 6 . To improve pharmacy resident research skills and residency project publication rates, Hyland et al describe implementation of a longitudinal research education program within a community health system 7 .…”