Development of a Center for Teaching Excellence

Andurkar, Shridhar V.; Fjortoft, Nancy; Sincak, Carrie A.; Todd, Timothy J.

doi:10.5688/aj7407123

Cited by 11 publications

(8 citation statements)

References 4 publications

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“…45 Some schools have developed teaching and learning centers to facilitate faculty development in teaching. 46 The academy would benefit greatly from knowledge of how these programs are addressing new and existing faculty needs.…”

Section: Discussionmentioning

confidence: 99%

An Investigation of Teaching and Learning Programs in Pharmacy Education

Strang

Baia

2016

American Journal of Pharmaceutical Education

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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.

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Section: Discussionmentioning

confidence: 99%

An Investigation of Teaching and Learning Programs in Pharmacy Education

Strang

Baia

2016

American Journal of Pharmaceutical Education

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“…This can be organized in a more or less structured way, ranging from formal training in teaching methodology [59], to a personal development trajectory for future program leaders [61,62]. Suggestions for the collaborative development of specific expertise can be found in the educational literature [63].…”

Section: Management and Quality Enhancementmentioning

confidence: 99%

“…In this way the consistency of educational approaches in different curricular elements (across courses) can be improved. Appointment of stream coordinators, skills consultants, or specialization of teachers in novel assessment methodology is called for [ 59 ]. Another potential new teacher role is the role of a tutor, who can advise students in their personal development.…”

Section: Management and Quality Enhancementmentioning

confidence: 99%

Implementation of Competency-Based Pharmacy Education (CBPE)

2017

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Implementation of competency-based pharmacy education (CBPE) is a time-consuming, complicated process, which requires agreement on the tasks of a pharmacist, commitment, institutional stability, and a goal-directed developmental perspective of all stakeholders involved. In this article the main steps in the development of a fully-developed competency-based pharmacy curriculum (bachelor, master) are described and tips are given for a successful implementation. After the choice for entering into CBPE is made and a competency framework is adopted (step 1), intended learning outcomes are defined (step 2), followed by analyzing the required developmental trajectory (step 3) and the selection of appropriate assessment methods (step 4). Designing the teaching-learning environment involves the selection of learning activities, student experiences, and instructional methods (step 5). Finally, an iterative process of evaluation and adjustment of individual courses, and the curriculum as a whole, is entered (step 6). Successful implementation of CBPE requires a system of effective quality management and continuous professional development as a teacher. In this article suggestions for the organization of CBPE and references to more detailed literature are given, hoping to facilitate the implementation of CBPE.

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“…New roles for teachers require development of new educational expertise and the introduction of a trajectory for continuous professional development as a teacher [60]. This can be organized in a more or less structured way, ranging from formal training in teaching methodology [59], to a personal development trajectory for future program leaders [61,62]. Suggestions for the collaborative development of specific expertise can be found in the educational literature [63].…”

Section: Management and Quality Enhancementmentioning

confidence: 99%

Competence Training for Pharmacy

2017

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For the past 15 years, his interests have centred more on pharmacy education and training with a special interest in the development of new methods. He has directed several European programmes aimed at harmonising pharmacy education and training in Europe, and developing a European model for pharmacy education and training based on competence training. vii Preface to "Competence Training for Pharmacy" The pharmacy community is showing a growing interest in competence-based education (CBE) as a shift is seen in many countries, away from education structured by resources, curricula and time-frames. CBE is more easily understood by society and provides a clearer public statement of the role of the pharmacist. Furthermore, CBE can help in the mutual recognition of qualifications promoting student and practitioner mobility. Finally, the CBE approach can also facilitate the development of advanced, specialized practice. This book brings together distinguished, international specialists who describe the various facets of CBE from philosophy and implications to methodology and development, and finally to application and experience. In the first chapter of the book, Melissa Medina from the University of Oklahoma, USA, reviews the evolution of pharmacy education in the USA and offers insight into the benefits and challenges of the future use of CBE in pharmacy education in the USA. Based on experience of teaching pharmacy, Ieva Stupans from the RMIT University in Victoria, Australia, reviews the literature around competence outcomes regarding students' communication skills and the development of accountability, proposing a model to guide the selection of teaching and assessment approaches for accountability. Andries Koster and colleagues from the University of Utrecht, The Netherlands, propose a detailed iterative process for the implementation of CBE. John Hawboldt and colleagues from

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Development of a Center for Teaching Excellence

Cited by 11 publications

References 4 publications

An Investigation of Teaching and Learning Programs in Pharmacy Education

An Investigation of Teaching and Learning Programs in Pharmacy Education

Implementation of Competency-Based Pharmacy Education (CBPE)

Competence Training for Pharmacy

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