Teaching and learning curriculum programs: Recommendations for postgraduate pharmacy experiences in education

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.

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An Investigation of Teaching and Learning Programs in Pharmacy Education

Strang

Baia

2016

“…1 The American College of Clinical Pharmacy (ACCP) released similar guidelines for pharmacy residents completing postgraduate training. 2 Both of these documents support the role of a designated teaching mentor to provide regular feedback on teaching experiences, evaluations, and portfolio development.…”

Section: Introductionmentioning

confidence: 99%

Teaching Certificate Program Participants’ Perceptions of Mentor-Mentee Relationships

Sheehan

Gonzalvo

Ramsey

et al. 2016

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.

“…11 While the American College of Clinical Pharmacy (ACCP) Task Force on Residencies set forth guidelines describing the minimum components necessary for a teaching certificate program, not all teaching certificate programs have adopted these criteria into their programs. 12 The UW TCP structure closely mirrors the ACCP Task Force recommended criteria with regards to creation of a teaching philosophy and portfolio, active participation in interactive seminars, and exposure to a wide variety of teaching experiences.…”

Section: Discussionmentioning

confidence: 99%

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.