Evaluating the design and conduct of teaching, education, and dissemination of knowledge learning experiences: A survey of American Society of Health System Pharmacists (ASHP)‐accredited postgraduate year 1 pharmacy residency programs (TEDKLE—PGY1 survey)

Abstract

Introduction A postgraduate year 1 (PGY1) pharmacy residency is designed to build upon the Doctor of Pharmacy education. The American Society of Health‐System Pharmacists (ASHP) accreditation standards, along with the competency areas, goals, and objectives (CAGOs), list four required competency areas for the design of pharmacy residency programs. The fourth required competency area goals and objectives (CAGO R4) focuses on the development of residents' skills related to teaching, education, and dissemination of knowledge. A characterization of current programs' approaches to satisfying this CAGO might stimulate improvements and spread innovation. Objectives To better characterize how PGY1 pharmacy residency programs incorporate teaching experiences in the training of residents. Methods The authors developed a survey to address the goals and objectives under CAGO R4. The survey was distributed to residency program directors (RPDs) of ASHP‐accredited PGY1 pharmacy residency programs and responses were voluntary. All data were analyzed descriptively to determine frequency (n) and percent (%). Results 21.9% of RPDs surveyed completed the survey, with a wide variation in program demographics. The most common presentations were to pharmacy staff/students (65.6%) and consisted of poster presentations (81.8%) or platform presentations (74.9%). The most common writing experiences included chart notes (94.6%) and drug monographs (88.7%). In regard to precepting, the majority (82.8%) of programs require their residents to co‐precept one to two pharmacy students per residency year. Finally, approximately half of the respondents required their residents to complete a teaching certificate program, with an additional 62.6% of these programs offering pedagogical readings. Conclusion Despite offering a number of experiences aimed at achieving the goals and objectives of CAGO R4, considerable variation exists in the design of the experiences offered and how programs assess the residents' learning experiences.

Availability and characteristics of teaching and learning curriculum programs for first year pharmacy residents: A national perspective

“…Consistent with recommendations, published literature on individual TLC programs were associated with colleges and schools of pharmacy 2,4,13 . The majority (84%) of respondents in our study indicated the TLC program associated with their residency was directed by a school or college of pharmacy, a finding similar to Darko et al (79.8%) 14 . These results affirm the role for colleges and schools of pharmacy in the education and training of pharmacists on academic roles and responsibilities.…”

“…The same proportion of responding residency programs (94%) offers a TLC program to their residents on a compulsory or optional basis (47% and 47%, respectively), which is similar to the findings of Darko et al 14 The majority of TLC programs affiliated with responding residency programs are offered by schools and colleges of pharmacy and has been a focus of other published studies 8,9 . Our study incorporated feedback on TLC programs that are unaffiliated with schools and colleges of pharmacy or those that utilize other structures (15.9%), which is similar to data reported by Darko et al (20.2%) 14 …”

“…Additionally, 94.5% of the respondents indicated having a TLC program either within or affiliated with their residency program. This represents significant growth in TLC program availability and access compared to 25% of respondents in 2010, 6 and 89.7% of respondents in 2019 14 . However, the true prevalence of TLC program availability cannot be fully ascertained due to customary limitations associated with survey research (eg, non‐response bias, recall bias).…”

Online promotion of resident research and research training among postgraduate year 1 (PGY1) pharmacy residency programs

“…6 Accordingly, approximately 80% of residency programs require their residents to complete a research project. 7,8 Research is frequently regarded as one of the most time-intensive non-patient care residency experiences, with 66% of residents reporting that they spend 5 or more hours/week on research and 8% spending 20 hours or more. 9 Prospective residents are thus likely to consider the research culture of PGY1 programs when deciding where to submit their applications.…”

“…The 2020 strategic plan of the American College of Clinical Pharmacy (ACCP) includes excellence in research among the organization's core values, 5 and the 2016 ACCP Research Affairs Committee highlighted in a published commentary the importance of providing research opportunities for residents, with benefits including the development of critical thinking, collaboration, and project management skills 6 . Accordingly, approximately 80% of residency programs require their residents to complete a research project 7,8 …”