Redesign of a Statewide Teaching Certificate Program for Pharmacy Residents

Self Cite

Objective. To assess teaching certificate program (TCP) participants' perceptions of mentor-mentee relationships. Methods. A 15-item survey instrument was administered to all 2014-2015 participants of the Indiana Pharmacy Teaching Certificate (IPTeC) program. Results. One hundred percent of IPTeC program participants (83/83) responded to the survey. The majority of participants indicated that having a professional mentor was either very important (52%) or important (47%) to their professional development and preferred to choose their own professional mentor (53%). Mentor characteristics rated as highly important by mentees included having similar clinical practice interests (82%), having similar research interests (66%), and being available to meet face-to-face (90%). Age, race, and gender of the mentor were not rated by mentees as important. Conclusion. Teaching certificate program participants place high importance on having a professional mentor. Mentorship of pharmacists completing TCPs should be a priority for current pharmacy faculty members so adequate guidance is available to future pharmacy educators.

Section: Discussionmentioning

confidence: 99%

Teaching Certificate Program Participants’ Perceptions of Mentor-Mentee Relationships

Sheehan

Gonzalvo

Ramsey

et al. 2016

Self Cite

“…Because of participants' time constraints and distance from campus, at least 1 program has restructured their teaching certificate program to a condensed 2-day conference. 13 This study did not evaluate alumni's perception of conference formatting and this may be an area for future evaluation. Given the proximity of residencies to the UW TCP seminar site, attendance remains high with the current format, which also allows residents to serve as discussants and develop session materials with mentorship from a program coordinator.…”

Section: Discussionmentioning

confidence: 95%

Impact and Application of Material Learned in a Pharmacy Residency Teaching Certificate Program

Wahl

Margolis

Lintner

et al. 2014

Objective. To describe the impact and application of material learned in a pharmacy resident teaching certificate program on the career experiences of alumni 1 to 11 years after completion of the program. Design. A teaching certificate program was established in 2001 that brought together residents from various training programs throughout Wisconsin to discuss essential educational skills in a dynamic learning environment. The purpose of the program was to teach participants the fundamental skills to continue to develop as a pharmacy educator throughout their career.Assessment. An electronic survey instrument was sent to alumni of the program. Greater than 70% of respondents agreed that the teaching certificate program reinforced their desire to teach in practice and that the program helped qualify them for their current or previous practice position. Alumni in academic positions more strongly agreed that the program changed their career interest to include academia and qualified them for their position in academia. Conclusions. A teaching certificate program can reinforce or stimulate interest among pharmacy residents in pursuing an academic career and prepare them for this role. Completion of the program led to a high level of confidence among the majority of alumni in their ability to precept students and residents and influenced some alumni involved in the hiring of pharmacists.

“…A live seminar approach appears common for pedagogy instruction within teaching programs, although prerecorded or distance learning sessions have also been used. [2][3][4][5][6][7][8][9][11][12] In fall 2010, Albany College of Pharmacy and Health Sciences (ACPHS) began offering a teaching program to residents and fellows affiliated with the main campus in Albany, New York and the satellite campus in Colchester, Vermont. While not a "certificate program" according to New York State Department of Education requirements, the teaching program was designed to include requirements comparable to established resident teaching certificate programs in other states.…”

Section: Introductionmentioning

confidence: 99%

“…1 Within the scope of these standards, specific curricular content and teaching methods offered in resident teaching programs varies, though pedagogy instruction prior to mentored teaching experiences is common. [2][3][4][5][6][7][8][9] Guidelines for resident teaching experiences were developed by the American College of Clinical Pharmacy (ACCP) to promote standardization. 10 These guidelines address teaching experience standards for residencies with or without a formal teaching program or certificate program through an affiliated academic institution.…”

Section: Introductionmentioning

confidence: 99%

An Asynchronous Learning Approach for the Instructional Component of a Dual-Campus Pharmacy Resident Teaching Program

Garrison

Baia

Canning

et al. 2015

Objective. To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college.Design. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination of the learning environment. Asynchronous online learning replaced distance technology or lecture capture. Using a pedagogical content knowledge framework, residents participated in self-paced online learning using faculty recordings, readings, and discussion board activities. A learning management system was used to assess achievement of learning objectives and participation prior to progressing to the teaching experiences component of the teaching program (Part II). Assessment. Evaluation of resident pedagogical knowledge development and participation in Part I of the teaching program was achieved through the learning management system. Participant surveys and written reflections showed general satisfaction with the online learning environment. Future considerations include addition of a live orientation session and increased faculty presence in the online learning environment.Conclusion. An online approach framed by educational theory can be an effective way to provide pedagogy instruction within a teaching program.