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Nagy G, Arató F, Télessy IG, Varga A, Fittler A. A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice. PHARMACY 2023; 11:172. [PMID: 37987382 PMCID: PMC10661261 DOI: 10.3390/pharmacy11060172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Revised: 10/21/2023] [Accepted: 10/25/2023] [Indexed: 11/22/2023] Open
Abstract
Pharmacy schools recognize the need for flexibility and comprehensive curricular transformation with a competency-based focus to effectively prepare for the evolving practitioner competencies and challenges of the pharmacy profession. The curricular implementation of evidence-based teaching and learning theories and practices demands educator proficiency through skills development with indispensable faculty leadership support. Our scoping review of online databases and pharmacy education-related journals aims to identify faculty development interventions or teaching proficiency programs that integrate educational and pedagogical theories. Original studies and reviews published between 2010 and 2022 were screened based on four inclusion criteria. Thirty-four manuscripts were eligible for full-text analysis, of which seven results referenced target faculty pedagogy knowledge development. Nine key messages, as Results Statements, synthesize and provide a framework for our results analysis. An ongoing Hungarian intervention model of comprehensive faculty development with strong interdisciplinary cooperation is discussed in our study to illustrate the applicability of the Results Statements through each stage of the process. Educator motivation and relatedness to students or awareness of the educator roles are intrinsic factors, which may not be easily detectable yet significantly impact teaching proficiency and student learning outcomes. The integration of evidence-based pedagogical knowledge and training in educator proficiency development contributes to the sustainability and cost-effectiveness of faculty interventions.
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Affiliation(s)
- Gabriella Nagy
- Department of Languages for Biomedical Purposes and Communication, University of Pécs Medical School, 7624 Pécs, Hungary
- Doctoral School of Health Sciences, University of Pécs, 7624 Pécs, Hungary
| | - Ferenc Arató
- Department of Education and Educational Theory, Faculty of Humanities and Social Sciences, University of Pécs, 7624 Pécs, Hungary
| | - István G. Télessy
- Department of Pharmaceutics, Faculty of Pharmacy, University of Pécs, 7624 Pécs, Hungary
| | - Aranka Varga
- Department of Roma Studies and Educational Sociology, Faculty of Humanities and Social Sciences, University of Pécs, 7624 Pécs, Hungary
| | - András Fittler
- Department of Pharmaceutics, Faculty of Pharmacy, University of Pécs, 7624 Pécs, Hungary
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Wanat MA, Biju A, DeGracia CM, El-Desoky R, Wollen JT, Coyle EA, Fernandez JM, Varkey DA. Academic Pharmacy Fellowship Programs are an Innovative Solution to Improve the Faculty Pipeline. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100012. [PMID: 37316128 DOI: 10.1016/j.ajpe.2022.10.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Revised: 10/11/2022] [Accepted: 10/21/2022] [Indexed: 06/16/2023]
Abstract
Academic pharmacy fellowship programs can offer an innovative training solution to help prepare pharmacists for successful careers as clinical faculty members. However, there is no well-defined program blueprint or recommendations for what a successful program should include. This commentary describes the program overview for the academic pharmacy fellowship at the University of Houston College of Pharmacy and discusses the implications of incorporating a similar program at a college of pharmacy. The purpose of the fellowship program is to prepare pharmacists for a career in pharmacy education through training in teaching, curriculum development, college service, mentoring, scholarship, and clinical practice. A structured program with monthly rotations in key academic areas, teaching experience and mentorship (didactics and skills labs), committee service, and leading a research project make up the core structure of the program. These experiences, coupled with significant student interaction, can prepare fellowship graduates to transition effectively into clinical faculty roles.
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Affiliation(s)
- Matthew A Wanat
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, USA; Editorial Board Member, American Journal of Pharmacy Education.
| | - Asish Biju
- Department of Pharmacy Practice, University of Illinois Chicago College of Pharmacy, Chicago, IL, USA
| | - Christene M DeGracia
- Division of Pharmacy Practice and Administration, University of Missouri-Kansas City School of Pharmacy, Kansas City, MO, USA
| | - Rania El-Desoky
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, USA
| | - Joshua T Wollen
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, USA
| | - Elisabeth A Coyle
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, USA
| | - Julianna M Fernandez
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, USA
| | - Divya A Varkey
- Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, USA
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Flurie RW, Hylton Gravatt LA, Radwan RM, Salgado TM, Donohoe KL. Residents' assessment of mentoring received on lecture performance in a teaching and learning curriculum program. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1463-1470. [PMID: 36402694 DOI: 10.1016/j.cptl.2022.10.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/14/2022] [Revised: 08/22/2022] [Accepted: 10/23/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION This study evaluated residents' assessment of the mentorship received and how it impacted lecture performance as part of a teaching and learning curriculum (TLC) program. METHODS An anonymous survey was emailed to residents completing the Virginia Commonwealth University (VCU) School of Pharmacy's TLC during 2018-2019 and 2019-2020. The survey collected information about: the type of mentorship received, residents' self-perceived lecture performance, and residents' desire to be involved in academia post-residency. Data were summarized using descriptive statistics. Fisher's exact tests investigated the association between residents' self-perceived lecture enhancement due to mentorship and: mentors' involvement, residents' confidence in understanding the lecture topic, mentors' affiliation with VCU, and semester when the lecture occurred. Responses to open-ended questions were analyzed using thematic analysis. RESULTS Forty-two of 86 residents (48.8%) completed the survey. Residents who were part of the TLC but did not deliver a lecture (n = 7) or taught practitioners instead of students (n = 2) were excluded, resulting in 33 participants. The majority of residents (87.9%) agreed or strongly agreed that mentorship enhanced their lecture. Mentors' level of involvement was significantly associated with residents' perception that the mentorship they received enhanced their lecture (P < .008). Residents' confidence in understanding the lecture topic, mentor affiliation, and semester when the lecture occurred were not associated with residents' self-perceived lecture enhancement due to mentorship. CONCLUSIONS Active mentorship was associated with better self-perceived lecture performance. The best criteria for lecture mentorship should be established in the future to help prepare residents to give lectures.
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Affiliation(s)
- Rachel W Flurie
- Virginia Commonwealth University School of Pharmacy, Department of Pharmacotherapy & Outcomes Science, 410 N 12th Street, P.O. Box 980533, United States.
| | - Leigh Anne Hylton Gravatt
- Virginia Commonwealth University School of Pharmacy, Department of Pharmacotherapy & Outcomes Science, 410 N 12th Street, P.O. Box 980533, United States.
| | - Rotana M Radwan
- Virginia Commonwealth University School of Pharmacy, Department of Pharmacotherapy & Outcomes Science, 410 N 12th Street, P.O. Box 980533, United States.
| | - Teresa M Salgado
- Virginia Commonwealth University School of Pharmacy, Department of Pharmacotherapy & Outcomes Science, 410 N 12th Street, P.O. Box 980533, United States.
| | - Krista L Donohoe
- Virginia Commonwealth University School of Pharmacy, Department of Pharmacotherapy & Outcomes Science, 410 N 12th Street, P.O. Box 980533, United States.
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Erstad BL. Increasing the odds of finding a position after postgraduate year two training. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2022. [DOI: 10.1002/jac5.1630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Brian L. Erstad
- Department of Pharmacy Practice & Science The University of Arizona R. Ken Coit College of Pharmacy Tucson Arizona USA
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Thomas MC, Benner K, Hughes PJ. Availability and characteristics of teaching and learning curriculum programs for first year pharmacy residents: a national perspective. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2022. [DOI: 10.1002/jac5.1633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Michael C. Thomas
- Samford University McWhorter School of Pharmacy, 800 Lakeshore Drive Birmingham AL
| | - Kim Benner
- Samford University McWhorter School of Pharmacy Birmingham Alabama
| | - Peter J. Hughes
- Samford University McWhorter School of Pharmacy, 800 Lakeshore Drive Birmingham AL
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Beckett RD, Isaacs AN, Montagano KJ, Sheehan AH, Ramsey DC, Sprunger T. Perceived Value of Teaching and Learning Curriculum Programs Among Pharmacy Practice Department Chairs. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7981. [PMID: 34283776 PMCID: PMC7779885 DOI: 10.5688/ajpe7981] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/15/2020] [Accepted: 08/20/2020] [Indexed: 06/13/2023]
Abstract
Objective. To determine the perceived value that pharmacy practice department chairs ascribe to pharmacy faculty candidates having completed a teaching and learning curriculum (TLC) program and related activities.Methods. An 18-item survey instrument was created that was intended to capture the overall impressions of pharmacy practice chairs regarding the value of TLC programs, relative importance compared to other accomplishments (eg, residency completion, board certification), and importance of specific activities. Following pilot testing and establishment of intra-rater reliability, invitations to complete the electronic survey instrument were sent to pharmacy practice chairs (or their equivalent) at accredited Doctor of Pharmacy (PharmD) programs in the United States.Results. Of the 127 pharmacy practice chairs invited, 53 completed the survey (response rate of 41.7%). The majority of respondents held a PharmD degree (90.6%), had been in their role of chair for zero to five years (60.4%), and represented a private institution (54.7%). The majority of respondents who answered the question (32 of 49) felt it was very important or important (16.3% and 49.0%, respectively) that teaching experiences be completed within a formal teaching and learning curriculum program. These programs were believed to be most important for candidates with less than five years of professional experience. Teaching and learning curriculum programs were not deemed to be more important than other accomplishments by most responders. The perceived most important TLC program activities were instruction on didactic and experiential teaching strategies, and experience developing learning objectives, developing examination items, evaluating examination results, and facilitating case conferences or practice laboratory activities.Conclusion. Teaching and learning curriculum programs may provide the foundational experiences needed for pharmacy graduates to stand out among other candidates, although department chairs' perceptions of the value of teaching and learning curriculum experiences varied.
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Affiliation(s)
- Robert D Beckett
- Manchester University, College of Pharmacy, Natural and Health Sciences, Fort Wayne, Indiana
| | - Alex N Isaacs
- Purdue University, College of Pharmacy, West Lafayette, Indiana
| | | | - Amy H Sheehan
- Purdue University, College of Pharmacy, West Lafayette, Indiana
| | - Darin C Ramsey
- Butler University, College of Pharmacy and Health Sciences, Indianapolis, Indiana
| | - Tracy Sprunger
- Butler University, College of Pharmacy and Health Sciences, Indianapolis, Indiana
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