Report of the 2011-2012 Academic Affairs Standing Committee: The Evolving Role of Scholarly Teaching in Teaching Excellence for Current and Future Faculty

Medina, Melissa S.; Bouldin, Alicia S.; Gonyeau, Michael J.; Kissack, Julie C.; Maldonado, Wanda T.; Melchert, Russell B.; Moukhachen, Oussayma; Plaza, Cecilia M.

doi:10.5688/ajpe766s5

Cited by 18 publications

(22 citation statements)

References 19 publications

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“…However, in their current form, they lack standardization or accreditation at the national level. Most teaching certificate programs have typical components such as participation in formal teaching seminars, presentation of didactic and small‐group lecture presentations, clinical teaching to pharmacy students in practice settings, and development of a teaching philosophy and portfolio . Participants in teaching certificate programs are able to develop and refine their teaching skills through mentored learning activities .…”

Section: Postgraduate Training – Teaching Certificatesmentioning

confidence: 99%

“…Residents who have completed a teaching certificate program state that the process helped them obtain their clinical faculty position . Although the successful completion of a teaching certificate program does not necessarily produce expert teachers, it may help new faculty ease into the academic demands of teaching …”

Section: Postgraduate Training – Teaching Certificatesmentioning

confidence: 99%

“…Most teaching certificate programs have typical components such as participation in formal teaching seminars, presentation of didactic and small-group lecture presentations, clinical teaching to pharmacy students in practice settings, and development of a teaching philosophy and portfolio. 28,29 Participants in teaching certificate programs are able to develop and refine their teaching skills through mentored learning activities. 30 Completion of a teaching certificate program should be preferable to a required credential until such training is provided in all residency programs or until all residents have the ability to complete online programs or other courses such as the ACCP Academy Teaching and Learning Certificate Program.…”

Section: Postgraduate Training -Teaching Certificatesmentioning

confidence: 99%

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Minimum Qualifications for Clinical Pharmacy Practice Faculty

et al. 2014

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The American College of Clinical Pharmacy 2013 Educational Affairs Committee was charged with developing recommendations for the minimum qualifications required for clinical pharmacy practice faculty in United States colleges and schools of pharmacy with respect to education, postgraduate training, board certification, and other experiences. From a review of the literature, the committee recommends that clinical pharmacy practice faculty possess the following minimum qualifications, noting that, for some positions, additional qualifications may be necessary. Clinical pharmacy practice faculty should possess the Doctor of Pharmacy degree from an Accreditation Council for Pharmacy Education–accredited institution. In addition, faculty should have completed a postgraduate year one (PGY1) residency or possess at least 3 years of direct patient care experience. Faculty who practice in identified areas of pharmacotherapy specialization, as identified by American Society of Health-System Pharmacists postgraduate year two (PGY2) residency guidelines, should have completed a PGY2 residency in that area of specialty practice. Alternatively, faculty should have completed a minimum of a PGY1 residency and 1 additional year of practice, with at least 50% of time spent in their area of specialization, which is documented in a portfolio, or 4 years of direct patient care in their area of specialization, which is documented in a portfolio. Fellowship training or a graduate degree (e.g., Ph.D.) should be required for research-intensive clinical faculty positions. All faculty should obtain structured teaching experience during or after postgraduate training, preferably through a formal teaching certificate program or through activities documented in a teaching portfolio. A baseline record of scholarship should be obtained before hire as clinical pharmacy practice faculty through exposure in postgraduate programs or previous employment. Faculty should be board certified before hire or attain board certification within 2 years of hire through the Board of Pharmacy Specialties (BPS) or, if appropriate for the practice area, through a nonBPS-certifying agency. If no certification exists in the area of specialty, the faculty member should develop a portfolio with evidence of excellence in clinical practice, teaching, and scholarship.

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Section: Postgraduate Training – Teaching Certificatesmentioning

confidence: 99%

Section: Postgraduate Training – Teaching Certificatesmentioning

confidence: 99%

Section: Postgraduate Training -Teaching Certificatesmentioning

confidence: 99%

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Minimum Qualifications for Clinical Pharmacy Practice Faculty

et al. 2014

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“…The teaching philosophy statement is usually one to two pages in length, and is considered to be an essential part of the comprehensive teaching portfolio of educators, which also contains examples of teaching effectiveness such as handouts, electronic presentations, and assessment items as well as student and peer evaluations of teaching [1]. The inclusion of a teaching philosophy in the teaching portfolio is supported by the American Association of Colleges of Pharmacy (AACP), which highlighted, in a 2012 report by the Academic Affairs Standing Committee, the necessity for a well-articulated teaching philosophy as a crucial component of faculty evaluation [2]. Although not all pharmacists who complete a postgraduate residency program go on to accept full-time positions in academia, studies have shown that most will be involved in some aspect of teaching during their careers, including precepting pharmacy students and residents, and as such, developing a teaching philosophy is widely applicable to a pharmacist’s career [3,4,5].…”

Section: Introductionmentioning

confidence: 99%

Impact of the Use of a Standardized Guidance Tool on the Development of a Teaching Philosophy in a Pharmacy Residency Teaching and Learning Curriculum Program

et al. 2016

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The purpose of this study was to evaluate the impact of a standardized reflection tool on the development of a teaching philosophy statement in a pharmacy residency teaching and learning curriculum program (RTLCP). Pharmacy residents participating in the RTLCP over a two-year period were surveyed using a pre/post method to assess perceptions of teaching philosophy development before and after using the tool. Responses were assessed using a 5-point Likert scale to indicate level of agreement with each statement. For analysis, responses were divided into high (strongly agree/agree) and low (neutral/disagree/strongly disagree) agreement. The level of agreement increased significantly for all items surveyed (p < 0.05), with the exception of one area pertaining to the ability to describe characteristics of outstanding teachers, which was noted to be strong before and after using the tool (p = 0.5027). Overall results were positive, with 81% of participants responding that the reflection tool was helpful in developing a teaching philosophy, and 96% responding that the resulting teaching philosophy statement fully reflected their views on teaching and learning. The standardized reflection tool developed at Shenandoah University assisted pharmacy residents enrolled in a teaching and learning curriculum program to draft a comprehensive teaching philosophy statement, and was well received by participants.

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“…5 These nine steps align with a scholarly teaching framework suggested by Glassick and colleagues and the Academic Affairs Committee of the American Association of Colleges of Pharmacy, which emphasizes increased accountability in student learning in accordance with six standards of scholarly work. [6][7][8][9] Using these steps when writing a personal teaching philosophy will allow the writer to expand beyond simply describing teaching beliefs and methods.…”

mentioning

confidence: 99%