Is Scientific Paradigm Important for Pharmacy Education?

Holmes, Erin R.; Desselle, Shane P.

doi:10.5688/aj6805118

Cited by 25 publications

(20 citation statements)

References 49 publications

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“…39 What can be taken from this in addition to the above regarding transparent communication is the need to "meet halfway"; that is, for administrators to recognize disciplinary differences and provide them with rewards and recognition synonymous with their particular field and for members of pharmacy practice to continually strive to advance the level of consensus and scholarship in relation to their peers. 40,41 The greatest differences in perceptions across faculty on defining a star came from those at varying types of institutions, and this should not be surprising given those differing missions and what is likely rewarded at those institutions. 42 However, respondents from private and teaching-based institutions were less likely to agree that their chairs, dean, and institution engage in conscious attempts to retain star faculty.…”

Section: A J P Ementioning

confidence: 99%

Faculty Members’ Opinions of What Defines a “Star” in Academic Pharmacy

Desselle

Zgarrick

Ramachandran

2021

American Journal of Pharmaceutical Education

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This study sought to: (1) identify attributes or performance aspects most notably defining what constitutes a "star" faculty in academic pharmacy; (2) describe differences in perceptions of the strength of these aspects across faculty varying by discipline, academic rank, experience, type of institution employed, and supervisory experience. Methods. A questionnaire survey designed in Qualtrics was distributed via email link to a census sample of 3378 members within 2018 American Association of Colleges of Pharmacy (AACP) list-servs. Performance aspects were derived from key literature enumerating academic responsibilities and behaviors. Reminders were employed to maximize survey responses. Frequency distributions and Kruskal-Wallis tests were conducted to describe the data. Results. Responses from 463 persons identified quality, rather than quantity of teaching; publishing in refereed journals, and demonstrating collegiality to be among the more salient aspects defining a star faculty member. There were differences in perceptions of what constitutes a star mostly by institution type employed and among pharmacy practice respondents versus those from other disciplines. Respondents from private institutions indicated less likely involvement from their deans and chairs in attempting to recognize and retain star faculty. However, responses were generally in the same direction and congruent, even between those with, versus without supervisory responsibility. Conclusion. This study highlighted the importance of demonstrating collegiality in concurrence with high-quality teaching and productivity as warranting star status in an academic pharmacy. Given their importance, all academic pharmacy organizations, particularly private institutions, should make an effort to recognize and retain their star faculty.

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Section: A J P Ementioning

confidence: 99%

Faculty Members’ Opinions of What Defines a “Star” in Academic Pharmacy

Desselle

Zgarrick

Ramachandran

2021

American Journal of Pharmaceutical Education

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“…In this case, responding faculty indicated that faculty within their respective departments were not necessarily in agreement on how decisions are made. Faculty may be increasingly concerned with what might be viewed as "top-down" or authoritative management styles in a setting that has traditionally been known as a bastion for collegiality and shared decision-making (36) or might simply be concerned about erosions in their autonomy. The results of this study corroborate a prior study demonstrating higher perceptions of consensus among faculty at public institutions (15).…”

Section: Discussionmentioning

confidence: 99%

Snapshot of Pharmacy Faculty Quality of Work Life and Productivity

Conklin¹,

Desselle²

2007

Journal of Pharmacy Teaching

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While much has been written about various aspects of pharmacy faculty quality of work life and productivity, there have been very few empiric investigations into these related phenomena. The purpose of this study was to provide an initial examination into a broad range of quality of work life and related issues among pharmacy faculty and compare their perceptions across a number of individual and institutional characteristics. A self-administered, anonymous survey was e-mailed to pharmacy faculty with a valid e-mail address listed by the American Association of Colleges of Pharmacy in 2005. The survey elicited responses on various single and multi-item measures of productivity, quality of work life, and demographic variables. Responding faculty reported only modest levels of commitment, satisfaction, and support, with relatively high consensus among department colleagues on a number of teaching and research issues. Faculty indicated areas of teaching and research in which they currently have the lowest confidence to execute. Much of the research productivity appeared to be generated by a relative minority of faculty. The results underscore the need for formal-Mark H. Conklin, Pharm.D., Candidate for M.S., is Clinical Pharmacist, Highmark

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“…Biglan'ın (1973) sunduğu çerçevenin temel boyutları olan paradigmal gelişmeler ve bilginin pratik olarak uygulanmasının akademik disiplinlerin değerlendirilmesinde önemli olduğu, yapılan diğer bazı çalışmalarla (Bird vd., 2002;Whetten, 1989) da desteklenmektedir. Biglan"ın (1973) söz konusu modelinden doğrudan veya dolaylı olarak eğitim teknolojisi, bilgisayar bilimleri, eczacılık eğitimi ve gazetecilik gibi birçok çalışma alanının akademik disiplin olarak değerlendirilmesinde faydalanıldığı görülmektedir (Clark, 2006;Czemiewicz, 2008;Getz, 2002;Holmes ve Desselle, 2004). Benbasat ve Zmud (2003), bir akademik disiplinin varlığı ve pratikteki uygulamalarının kapsamıyla ilgili olarak, öncelikle bir disiplinin kurumsallaşmasının ve akreditasyon kuruluşları tarafından öneminin anlaşılması gerektiğini daha sonra ise bir alanın disiplin olarak kabul edilebilmesi açısından üniversitelerde söz konusu alanla ilgili eğitim programlarının olması gerektiğini ve son olarak da akademik disiplinler için profesyonel kuruluş veya toplulukların varlığına ihtiyaç duyulduğunu belirtmektedir.…”

Section: Tablo 1: Akademik Disiplin Olma öLçütleriunclassified

Akademik Disiplin Olarak Gastronomi: Kavramsal Bir Çalışma

Seyitoğlu

Çalışkan

2018

Seyahat Ve Otel İşletmeciliği Dergisi

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Bu araştırmada akademik disiplin olma ölçütlerinin yardımıyla gastronominin akademik disiplin olarak konumu incelenmiştir. Paradigma ve kuramsal alt yapı bakımından eksiklik, özgün bir araştırma sorusunun eksikliği ve doktora programlarının yaygın olmayışı gibi olumsuzluklar olsa da üniversitelerde gastronomi bölümlerinin sayıca artması, lisans ve lisansüstü eğitimlerin yaygınlaşması, akademik dergilerin çoğalması ve gastronomi alanında bir bilim camiasının oluşmaya başlaması gibi olumlu gelişmelerin akademik disiplin olma yolunda avantaj sağladığı düşünülmektedir. Literatürde, gastronomi alanının akademik bir disiplin olarak mevcut durumuyla ilgili disiplin olma ölçütlerine göre değerlendirildiği herhangi bir çalışmaya rastlanmaması sebebiyle bu çalışmanın hem ilgili literatüre fayda sağlayacağı hem de ileride yapılacak çalışmalara ışık tutacağı düşünülmektedir.

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Is Scientific Paradigm Important for Pharmacy Education?

Cited by 25 publications

References 49 publications

Faculty Members’ Opinions of What Defines a “Star” in Academic Pharmacy

Faculty Members’ Opinions of What Defines a “Star” in Academic Pharmacy

Snapshot of Pharmacy Faculty Quality of Work Life and Productivity

Akademik Disiplin Olarak Gastronomi: Kavramsal Bir Çalışma

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