Benefits of a concentrated teaching rotation: Perspectives of pharmacy residents and faculty

Kaminsky, Bonnie M.; Benitez, Lydia; Bostwick, Jolene R.; Early, Caitlin R.; Klein, Kristin C.

doi:10.1016/j.cptl.2016.08.030

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…The perceived benefits of dedicated teaching-related activities, including completion of a formal TLC program, have been widely documented by residents, preceptors, and faculty. 9,[18][19][20][21][22][23][24][25][26][27][28] Reported benefits include improved time management skills, increased confidence and comfort level with teaching activities, and successful attainment of a faculty position post-residency. Availability of a TLC program has also been used as a recruitment tool to attract prospective residency candidates.…”

Section: A J P Ementioning

confidence: 99%

“…29 The value of TLC programs has been expressed by many stakeholders and they have been proposed as means to help develop residents to meet employer needs for qualified pharmacy faculty. 2,9,[18][19][20][21][22][23][24][25][26][27][28] However, it is unclear whether these programs are valued in the setting of academia by individuals responsible for faculty employment. Therefore, the objective of this study is to describe the perceived value of TLC programs and related activities according to pharmacy practice department chairs in making hiring decisions.…”

Section: A J P Ementioning

confidence: 99%

See 1 more Smart Citation

Perceived Value of Teaching and Learning Curriculum Programs Among Pharmacy Practice Department Chairs

Beckett

Isaacs

Montagano

et al. 2020

American Journal of Pharmaceutical Education

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Objective. To describe the perceived value of teaching and learning curriculum (TLC) programs and related activities according to pharmacy practice department chairs in making hiring decisions. Methods. An 18-item electronic survey instrument was administered to pharmacy practice chairs (or equivalent) at Accreditation Council for Pharmacy Education (ACPE) accredited Doctor of Pharmacy programs across the United States following pilot testing and establishment of intra-rater reliability. The survey addressed overall impressions of the value of TLC programs, relative importance compared to other accomplishments (eg, residency completion, board certification), and importance of specific activities. Results. There were 53 responses out of 127 usable emails, yielding a response rate of 41.7%. The majority of completers held a PharmD (90.6%), had been in their chair role for zero to five years (60.4%), and represented private institutions (54.7%). Overall, the majority of completers felt it was "very important" or "important" (32 of 49 who answered the question, 16.3% and 49.0%, respectively) that teaching experiences be completed within a formal TLC program. TLC programs were determined to be most important for candidates with less than five years of experience. TLC programs were not deemed to be more important than other accomplishments by most responders. The perceived most important TLC program activities were instruction on didactic and experiential teaching strategies, and experience developing learning objectives, developing examination items, evaluating examination results, and facilitating case conference or practice laboratory activities. Conclusion. TLC programs may provide the foundational experiences for their graduates to stand out among other candidates, although department chairs vary in their perceptions of value of TLC experiences as a whole.

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