Description and perspective of an academic learning experience for a pharmacy practice resident

Fox, Jeremy; Clements, Jennifer N.; Sarigianis, Allyson

doi:10.1016/j.cptl.2013.06.012

Cited by 3 publications

(15 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…22,27,32,36 Two of these described new programs developed for postgraduate year 2 (PGY2) residents and provided information on their existing PGY1 program in the process. 22,32 The other two papers described Change among the participants' students, residents, and colleagues…”

Section: Resultsmentioning

confidence: 99%

“…If program goals and/or objectives were mentioned in the test, they were categorized into four groups: (1) Introduction to academia, (2) Improve teaching skills, (3) Increase confidence in teaching, (4) Prepare for academic employment teaching rotations and provided information about their existing longitudinal programs throughout the paper. 27,36 Unless otherwise noted, our evaluations are based on the 21 programs. Stein et al was the only program to focus solely on faculty development.…”

Section: Resultsmentioning

confidence: 99%

“…Stein et al was the only program to focus solely on faculty development. 31 Ten of the 20 residency teaching programs were for PGY1residents, 22,25,26,30,[32][33][34][36][37][38] one was for PGY2 residents only, 22 and seven included both PGY1 and PGY2 residents. 19,21,23,24,27,28,32,35 Two programs did not specify the audience.…”

Section: Resultsmentioning

confidence: 99%

“…Nineteen publications were reviewed, which represented 21 distinct programs. 19,[21][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37][38] Twenty of the 21 programs were residency teaching programs. Only one pertained solely to faculty development.…”

Section: Resultsmentioning

confidence: 99%

“…[26][27][28][29][30] Finally, manual searches were performed in the American Journal of Pharmaceutical Education and Currents in Pharmacy Teaching and Learning, a nonindexed journal, using the search terms described above, which resulted in eight additional papers. [31][32][33][34][35][36][37][38] In total, 19 papers focused on 21 programs designed to improve teaching effectiveness for pharmacy residents or faculty members met the inclusion criteria.…”

Section: Methodsmentioning

confidence: 99%

See 4 more Smart Citations

An Investigation of Teaching and Learning Programs in Pharmacy Education

Strang

Baia

2016

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015.Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 3 more Smart Citations

An Investigation of Teaching and Learning Programs in Pharmacy Education

Strang

Baia

2016

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

PharmD graduates' perceptions of the impact of a teaching specialization

Poirier

Fryman

Newman

et al. 2019

Currents in Pharmacy Teaching and Learning

View full text Add to dashboard Cite

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

Beckett

Isaacs

Montagano

et al. 2020

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

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.

show abstract

Description and perspective of an academic learning experience for a pharmacy practice resident

Cited by 3 publications

References 7 publications

An Investigation of Teaching and Learning Programs in Pharmacy Education

An Investigation of Teaching and Learning Programs in Pharmacy Education

PharmD graduates' perceptions of the impact of a teaching specialization

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

Contact Info

Product

Resources

About