An evidence basis for assessing excellence in pharmacy teaching

Piascik, Peggy; Pittenger, Amy L.; Soltis, Robert P.; Schwarz, Lindsay A.; Medina, Melissa S.; Bouldin, Alicia S.; Rose, Renee; Scott, Shannon L.; Creekmore, Freddy M.; Hammer, Dana P.

doi:10.1016/j.cptl.2011.07.005

Cited by 7 publications

(6 citation statements)

References 33 publications

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“…There are, however, several concerns surrounding the use of course evaluations by students. 3,10,11 For example, Kidd and Latif noted that students' grade expectations for a course were highly correlated with the mean course evaluation score. 10 Therefore, we suggest that colleges and schools of pharmacy use additional assessment methodologies such as letters of evaluation by pharmacy supervisors and peer assessment to a greater extent.…”

Section: Discussionmentioning

confidence: 99%

“…While all these factors should be evaluated, the literature regarding pharmacy faculty evaluation has focused largely on classroom teaching, [2][3][4][5][6][7][8][9][10][11][12] with the most common evaluation strategies being peer assessment of classroom teaching [5][6][7][8] and student evaluations (print and Web-based). [9][10][11][12][13] There is a paucity of published data regarding the assessment/evaluation of faculty members in experiential or clinical teaching settings.…”

Section: Introductionmentioning

confidence: 99%

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Assessment of Full-time Faculty Preceptors By Colleges and Schools of Pharmacy in the United States and Puerto Rico

Kirschenbaum¹,

Zerilli²

2012

American Journal of Pharmaceutical Education

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Objective. To identify the manner in which colleges and schools of pharmacy in the United States and Puerto Rico assess full-time faculty preceptors. Methods. Directors of pharmacy practice (or equivalent title) were invited to complete an online, selfadministered questionnaire. Results. Seventy of the 75 respondents (93.3%) confirmed that their college or school assessed fulltime pharmacy faculty members based on activities related to precepting students at a practice site. The most commonly reported assessment components were summative student evaluations (98.5%), type of professional service provided (92.3%), scholarly accomplishments (86.2%), and community service (72.3%). Approximately 42% of respondents indicated that a letter of evaluation provided by a sitebased supervisor was included in their assessment process. Some colleges and schools also conducted onsite assessment of faculty members. Conclusions. Most colleges and schools of pharmacy assess full-time faculty-member preceptors via summative student assessments, although other strategies are used. Given the important role of preceptors in ensuring students are prepared for pharmacy practice, colleges and schools of pharmacy should review their assessment strategies for full-time faculty preceptors, keeping in mind the methodologies used by other institutions.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessment of Full-time Faculty Preceptors By Colleges and Schools of Pharmacy in the United States and Puerto Rico

Kirschenbaum¹,

Zerilli²

2012

American Journal of Pharmaceutical Education

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“…There is increasing recognition and expectation in postsecondary contexts that teaching and learning technology (TLT) should be used to improve the quality of teaching, student learning, and the student experience. 1 Consistent with scholarly approaches to teaching, 2 this quality improvement agenda is evident among pharmacy educators in the delivery of pharmacy curricula as well as associated accreditation guidelines and standards. The Canadian Council for Accreditation of Pharmacy Programs (CCAPP), for example, requires the use and integration of teaching technologies that support the needs and learning preferences of diverse learners.…”

Section: Introductionmentioning

confidence: 99%

A Cost-Benefit Analysis of Teaching and Learning Technology in a Faculty of Pharmaceutical Sciences

Harrison

Quisias

Frew

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To conduct a cost-benefit analysis (CBA) of investment in teaching and learning technology (TLT) by a college of pharmacy in a large, research-intensive university in Canada. Methods. Document analysis was used to determine the goals and objectives of the university and college for TLT use. Semi-structured interviews were conducted with faculty members to understand their perspectives on the value of technology for teaching and learning, their metrics to assess value, and an estimate of social value using a willingness to pay (WTP) exercise. A CBA was used to compare the social value against the cost of the investment in TLT.Results. Twenty-one faculty members participated in semi-structured interviews. National, university, and college goals for TLT were diffuse and nonspecific in terms of the intended use or the metrics by which implementation and impacts on the quality of teaching could be assessed. The mean WTP for this technology was Can$4.38M and the cost of investment was Can$4.25M. The primary analysis showed a small positive net benefit of the investment (Can$134,456), although this difference was not significant. All dollar figures are given in Canadian dollars (CAD). Conclusion. The college's monetary investment in TLT was approximately equal to the social value placed on TLT by faculty users. Conducting a CBA on technology can bring greater understanding among faculty members of the college's curriculum and pedagogical practices as well as financial decision-making. Greater clarity about the goals and objectives for TLT could help to maximize the value of investment in this area.

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“…The concept of scholarly teaching is not new and while some institutions hold faculty accountable as scholarly teachers, wide-spread adoption of the standard is inconsistent. 8 The changing climate in higher education makes support for this expectation timely for two main reasons. First, changing accreditation requirements prescribed by the U.S. Department of Education, as seen in ACPE Standards 2007 Curriculum Standards 9-15, reveal that faculty are accountable for developing, delivery and improving the didactic and experiential curricula using active learning methods and assessments that are valid and reliable indicators of student learning knowledge, skill and attitude outcomes.…”

Section: The Need For Scholarly Teachersmentioning

confidence: 99%

“…[1][2][3][4][5][6][7][8][9][10] The Committee used this literature to guide their brainstorming session to define scholarly teaching and SoTL, which are both related in a continuum yet differ in their intent and products. 4 Scholarly teaching goes beyond content knowledge and preparing and delivering lecture content to include evidence-based practice and pedagogical knowledge of teaching and motivation best practices.…”

Section: Scholarly Teachingmentioning

confidence: 99%

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

Medina

Bouldin

Gonyeau

et al. 2012

American Journal of Pharmaceutical Education

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An evidence basis for assessing excellence in pharmacy teaching

Cited by 7 publications

References 33 publications

Assessment of Full-time Faculty Preceptors By Colleges and Schools of Pharmacy in the United States and Puerto Rico

Assessment of Full-time Faculty Preceptors By Colleges and Schools of Pharmacy in the United States and Puerto Rico

A Cost-Benefit Analysis of Teaching and Learning Technology in a Faculty of Pharmaceutical Sciences

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

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