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Freeman-Hildreth Y, Aron D, Cola PA, Jr RB, Wang Y. Empowering diabetes management: The impact of patient-provider collaboration on type 2 diabetes outcomes through autonomy support and shared decision-making. PATIENT EDUCATION AND COUNSELING 2024; 127:108348. [PMID: 38870706 DOI: 10.1016/j.pec.2024.108348] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 05/18/2024] [Accepted: 06/06/2024] [Indexed: 06/15/2024]
Abstract
OBJECTIVES Through the lens of self-determination theory, this quantitative study investigates how patient-provider collaboration through perceived shared decision-making (SDM) and autonomy support impact type 2 diabetes (T2D) outcomes. METHODS We sampled 474 individuals over 18 years old who self-identified as having T2D. Completed and valid responses were received from 378 participants from two separate groups in an online survey. Data was analyzed using the IBM Statistical Package for Social Sciences (SPSS), AMOS package, version 28, and Mplus, version 8.8. RESULTS Patient-provider collaboration through autonomy support improved treatment satisfaction (β = .16, ρ < .05) and self-management adherence (β = .43, ρ < .001). While collaboration through SDM improved treatment satisfaction (β = .25, ρ < .01), it worsened SM adherence (β = -.31, ρ < .001). The negative impact of SDM on self-management adherence was mitigated by our moderator, coping ability. However, coping ability minimally impacted treatment satisfaction and SM adherence when autonomous support was provided. CONCLUSIONS Autonomy support increases treatment satisfaction and self-management adherence. SDM enhances treatment satisfaction but may adversely affect self-management adherence. The study also suggests that coping ability can mitigate the negative effect of SDM on self-management adherence, although its influence is limited when autonomy support is provided by the provider. PRACTICAL IMPLICATIONS For providers, SDM and autonomy support permits shared power over treatment decisions while fostering independence over self-management tasks. Providers should evaluate patients' coping ability and adapt their approach to care based on the patient's coping capacity.
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Affiliation(s)
| | - David Aron
- Department of Medicine, Case Western Reserve University, Louis Stokes VA Medical Center, Cleveland, OH, USA
| | - Philip A Cola
- Weatherhead Department of Management, Design and Innovation, Case Western Reserve University, Cleveland, OH, USA
| | - Richard Boland Jr
- Weatherhead Department of Management, Design and Innovation, Case Western Reserve University, Cleveland, OH, USA
| | - Yunmei Wang
- Department of Medicine, Case Western Reserve University, Cleveland, OH, USA
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Caldwell D, Johnson C, Moore M, Moore A, Poush M, Franks AM. Teaching Through the Student Lens: Qualitative Exploration of Student Evaluations of Teaching. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100672. [PMID: 38350528 DOI: 10.1016/j.ajpe.2024.100672] [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: 09/20/2023] [Revised: 01/18/2024] [Accepted: 02/08/2024] [Indexed: 02/15/2024]
Abstract
OBJECTIVE The purpose of this study is to use feedback from student evaluations of teaching (SETs) to define and describe themes associated with perceived teaching effectiveness. METHODS We retrospectively analyzed SETs for instructors in required didactic courses from one academic year using qualitative content analysis. The analysis included student responses to the following questions: "Describe the strongest aspect of the instructor's teaching." and "What could the instructor do to improve his/her teaching effectiveness?" RESULTS Five themes were developed from 4683 coded segments and are described with example quotations. These themes included clarity of instruction and learning activities, alignment of learning and assessment activities, examples that offer practice or demonstrate relevance, engaging learning environment, and concern for student learning and success. Aspects of each theme are described with example coded segments. CONCLUSION These themes and supportive quotes offer a deeper understanding of the student perspective on similar ideas that are present throughout the teaching and learning literature and represent broad aspects of teaching, such as material design, in-class practices, and interpersonal characteristics. These themes can provide guidance for specific domains of faculty development in teaching.
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Affiliation(s)
- David Caldwell
- College of Pharmacy, University of Arkansas for Medical Sciences, Little Rock, AR, USA
| | - Chris Johnson
- College of Pharmacy, University of Arkansas for Medical Sciences, Little Rock, AR, USA.
| | | | | | - Madeline Poush
- College of Pharmacy, University of Arkansas for Medical Sciences, Little Rock, AR, USA
| | - Amy M Franks
- College of Pharmacy, University of Arkansas for Medical Sciences, Little Rock, AR, USA; American Journal of Pharmaceutical Education, USA
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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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Turner G, D’Eon MF. It's hard to get better as a teacher when you're on your own: consider instructional coaching. CANADIAN MEDICAL EDUCATION JOURNAL 2022; 13:1-5. [PMID: 36440077 PMCID: PMC9684042 DOI: 10.36834/cmej.76376] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
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Sharma U, Laletas S, May F, Grove C. "In any crisis there is an opportunity for us to learn something new": Australian teacher experiences during COVID-19. AUSTRALIAN EDUCATIONAL RESEARCHER 2022; 50:1-19. [PMID: 36035971 PMCID: PMC9392496 DOI: 10.1007/s13384-022-00556-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Accepted: 07/18/2022] [Indexed: 06/15/2023]
Abstract
The aim of this study was to investigate the factors that supported Australian teachers to meet the needs of all learners during COVID-19 lockdowns. A qualitative design was used, and interviews were conducted with teachers who were purposely identified. The participants (n = 5) worked across different educational contexts ranging from primary to secondary school settings. The interview data were analysed using thematic analysis. Five themes were identified related to teachers' intrinsic strengths: passion and commitment, a proactive and organised approach, enhanced flexibility, building relationships and access to online technology. A further three extrinsic supporting factors were identified: supportive school teams, supportive school leadership (empowerment, autonomy and time) and supportive school systems and structures. The implications of these findings are discussed and the need for sharing and applying learnings across the profession are emphasised as an opportunity to further improve the access of every learner to a high quality and inclusive education.
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Affiliation(s)
- Umesh Sharma
- School of Curriculum Teaching and Inclusive Education, Faculty of Education, Monash University, Melbourne, Australia
| | - Stella Laletas
- Educational Psychology and Inclusive Education, Faculty of Education, Monash University, Melbourne, Australia
| | - Fiona May
- School of Curriculum Teaching and Inclusive Education, Faculty of Education, Monash University, Melbourne, Australia
| | - Christine Grove
- School of Curriculum Teaching and Inclusive Education, Faculty of Education, Monash University, Melbourne, Australia
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Olsen AA, Morbitzer KA, Zambrano S, Zeeman JM, Persky AM, Bush A, McLaughlin JE. Development and implementation of a formative instructional coaching program using the Teaching Practices Inventory within a health professions program. BMC MEDICAL EDUCATION 2022; 22:554. [PMID: 35842691 PMCID: PMC9288684 DOI: 10.1186/s12909-022-03616-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2021] [Accepted: 07/11/2022] [Indexed: 05/22/2023]
Abstract
BACKGROUND A growing body of literature describes teaching practices that are positively associated with student achievement. Observing, characterizing, and providing feedback on these teaching practices is a necessary, yet significant challenge to improving teaching quality. This study describes the design, implementation, and evaluation of an instructional coaching program created to provide formative feedback to instructors based on their use of evidence-based teaching practices. METHODS The program was designed for formative purposes utilizing an instrument adapted from the Teaching Practices Inventory. All faculty were invited to participate in the program on a voluntary basis when the program launched in Fall 2019. Program coaches included any School personnel who completed required training. Two rounds of instrument development were conducted with multiple observers and assessed using Krippendorff's Alpha. The program was evaluated using an anonymous post-session survey. RESULTS Interrater reliability of the form improved over two rounds of piloting and no differences were found in scoring between trainees and education professionals. Seventeen observations were completed by nine coaches. Instructors indicated that feedback was practical, timely, specific, and collegial, suggesting that including student perspectives (e.g., focus groups, student course evaluations) in the coaching program might be helpful. CONCLUSIONS Creating programs that emphasize and foster the use of evidence-based teaching are critical for health professions education. Additional research is needed to further develop coaching programs that ensure teaching practices in the health professions are optimizing student learning.
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Affiliation(s)
- Amanda A. Olsen
- School of Education, University of Texas at Arlington, Arlington, TX USA
| | - Kathryn A. Morbitzer
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, USA
| | - Skye Zambrano
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, USA
| | - Jacqueline M. Zeeman
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, USA
| | - Adam M. Persky
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, USA
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Albon SP, Cooley JH, Janke KK. A Tool for Creating Snapshots of Faculty Contributions to Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:ajpe8628. [PMID: 34301569 PMCID: PMC8887065 DOI: 10.5688/ajpe8628] [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: 03/04/2021] [Accepted: 05/17/2021] [Indexed: 06/13/2023]
Abstract
Most faculty members' contributions to pharmacy education are significant but often challenging to document and describe. In addition, contributions may go unrecognized or rewarded unless the work results in a publication or presentation. Drawing on a metaphor of the importance of a fisher taking a photo to capture memories of a successful fishing trip, this commentary examines methods for faculty to identify and organize their academic contributions. Frameworks and a visual tool are presented to assist pharmacy educators in thinking systematically about the full breadth of education contributions. Using the frameworks and visualization tool provided, a more complete picture of education contributions can be developed, allowing educators to create visual "snapshots" of their work for others to see and appreciate.
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Affiliation(s)
- Simon P Albon
- University of British Columbia, Vancouver, British Columbia, Canada
| | - Janet H Cooley
- University of Arizona, College of Pharmacy, Tucson, Arizona
| | - Kristin K Janke
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
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Desselle SP, Zgarrick DP, Ramachandran S. Faculty Members' Opinions of What Defines a "Star" in Academic Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8581. [PMID: 34615630 PMCID: PMC8500289 DOI: 10.5688/ajpe8581] [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: 02/07/2021] [Accepted: 04/23/2021] [Indexed: 06/13/2023]
Abstract
Objective. This study sought to identify attributes or performance aspects, most notably those defining what constitutes a "star" faculty in academic pharmacy, and to 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. An electronic survey was distributed via email link to a census sample of 3378 members within the2018 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 the importance of 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 vs those from other disciplines. Respondents from private institutions indicated that their deans and chairs were less likely to recognize and attempt to retain star faculty. However, responses were generally in the same direction and congruent, even between those with vs without supervisory responsibility.Conclusion. This study highlighted the importance of demonstrating collegiality along with high-quality teaching and productivity as qualities warranting star status in academic pharmacy. Given the importance of faculty stars, academic pharmacy organizations, particularly private institutions, should make an effort to recognize and retain them.
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Affiliation(s)
- Shane P Desselle
- Touro University California, College of Pharmacy, Vallejo, California
| | - David P Zgarrick
- Northeastern University, Bouve College of Health Sciences, Boston, Massachusetts
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Medina MS, Smith WT, Kolluru S, Sheaffer EA, DiVall M. A Review of Strategies for Designing, Administering, and Using Student Ratings of Instruction. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7177. [PMID: 31333266 PMCID: PMC6630867 DOI: 10.5688/ajpe7177] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2018] [Accepted: 01/30/2019] [Indexed: 05/20/2023]
Abstract
Objective. To review and recommend strategies for utilizing student ratings of instruction (course and instructor) including considerations regarding design, administration, and use and interpretation of results. Findings. Improving course delivery and pedagogy using student ratings of instruction requires programs to design evaluation instruments that are aligned with the following good, scholarly teaching criteria: offer 10-20 rating scale questions and at least one written response question, ensure that students understand what the questions are asking, use a standardized form for evaluating all faculty members, allow for additional tailored questions to be added to the form, and employ a four- or five-point rating scale with a "not applicable" option. When administering evaluations, programs should limit the number of faculty members evaluated to those teaching greater than or equal to five clock hours of lecture or schedule evaluations based on academic rank; use an online course evaluation tool; randomly select students to participate; offer the evaluation at the end of the term (and/or midpoint for team taught classes); offer the evaluation during scheduled class time; and allow for voluntary, anonymous student participation. Finally, programs should create an assessment plan that outlines the results' release timeline, a list of who will receive result summaries, and how the results will be used. Programs should also encourage faculty reflection, offer mentoring in results interpretation, coach faculty members to summarize and quantify comments and longitudinally track results using tables, and create an accountability action plan to address deficiencies. Summary. In order to better ensure that student ratings of instruction are used to improve teaching, colleges and schools should adopt intentional design, structured administration processes, and transparent reporting of results.
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Affiliation(s)
- Melissa S. Medina
- University of Oklahoma Health Sciences Center, College of Pharmacy, Oklahoma City, Oklahoma
| | - W. Thomas Smith
- Manchester University College of Pharmacy, Natural and Health Sciences, North Manchester, Indiana
| | - Srikanth Kolluru
- Keck Graduate Institute School of Pharmacy, Claremont, California
| | | | - Margarita DiVall
- Northeastern University School of Pharmacy, Boston, Massachusetts
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
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North CL, Henriksen B, Beckett RD, Etheridge K, Smith WT. Impact of training and student self-identification on frequency, constructiveness, and professionalism of pharmacy student evaluations of teaching. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:1175-1183. [PMID: 30497620 DOI: 10.1016/j.cptl.2018.06.016] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2018] [Revised: 04/10/2018] [Accepted: 06/07/2018] [Indexed: 06/09/2023]
Abstract
INTRODUCTION The purpose of this study was to simultaneously assess impact of enhanced training and anonymity on frequency, constructiveness, and professionalism of open-ended comments provided on course and instructor evaluations. METHODS In a 2 × 2 factorial study, didactic students at one doctor of pharmacy program were randomized to receive enhanced training in providing constructive feedback on student evaluations of teaching or an unrelated control activity at the beginning of the academic year, and to provide or not provide an electronic signature at the time of evaluation completion for two consecutive semesters. After ensuring intercoder reliability and agreement among all investigators, one external investigator coded all open-ended comments based on the following factors: comment provided/comment not provided, constructive/less than constructive, professional/unprofessional, training/no training, and signed/unsigned. RESULTS Of 836 opportunities to respond to open-ended items, 646 (77.3%) written comments were provided, which was similar by training (76.6% vs. 78.0%, p = 0.631) and signature (76.1% vs. 78.5%, p = 0.401) status. Of the 646 comments, 85.1% (n = 550) were constructive and 98.0% (n = 633) were professional. Students in the untrained/signed group were associated with decreased constructiveness (78.3%, OR 0.43, 95% CI 0.25-0.76, p = 0.003); overall, training was associated with increased constructiveness (88.3%, OR 1.70, 95% CI 1.09-2.65, p = 0.019). No factors were negatively or positively associated with professionalism when accounting for covariates. DISCUSSION Most students provided comments on course and instructor evaluations; most were constructive and professional. CONCLUSION Study group assignment did not substantially impact comment frequency or professionalism. Assignment to enhanced training, regardless of signature status, significantly increased constructiveness.
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Affiliation(s)
- Christine L North
- Ohio Northern University, 120 Freed Center, 525 S. Main St., Ada, OH 45810, United States
| | - Brian Henriksen
- Fort Wayne Medical Education Program, 750 Broadway, Suite 250, Fort Wayne, IN 46802, United States
| | - Robert D Beckett
- Manchester University College of Pharmacy, Natural and Health Sciences, 10627 Diebold Road, Fort Wayne, IN 46845, United States.
| | - Kierstan Etheridge
- Manchester University College of Pharmacy, Natural and Health Sciences, 10627 Diebold Road, Fort Wayne, IN 46845, United States
| | - W Thomas Smith
- Manchester University College of Pharmacy, Natural and Health Sciences, 10627 Diebold Road, Fort Wayne, IN 46845, United States
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Nemec EC, Baker DM, Zhang D, Dintzner M. Development of valid and reliable tools for student evaluation of teaching. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:549-557. [PMID: 29986813 DOI: 10.1016/j.cptl.2018.02.009] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2016] [Revised: 12/26/2017] [Accepted: 02/04/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION The objective of this project was to develop valid and reliable course and instructor student evaluation tools (SETs) of teaching for utilization by a college of pharmacy. METHODS A collection of 119 course and instructor evaluation items was compiled from a review of the primary literature and grouped into six different themes (subscales): organization, communication, motivation, rapport, fairness, and learning. Input was sought from the college of pharmacy faculty to reduce the list of items to a more manageable pilot tool (27 for course evaluations; 29 for instructor evaluations) for developing pilot SETs. The results were analyzed for internal consistency and reliability using Cronbach's alpha, and whether factor structures aligned with the content structure using Confirmatory Factor Analysis (CFA). RESULTS The Cronbach's alpha for all six subscales in the designed instructor evaluation and for three of the six subscales in the designed course evaluation were above 0.9, indicating high internal consistency and reliability. The CFA results indicated a moderate model fit with factor loadings for all items above 0.6. The correlation coefficients between each dimension were about 0.8, indicating high correlations among dimensions. Those data items found to be valid were then used to construct new course and instructor evaluation instruments, both consisting of three validated items in each of the six themes (subscales). CONCLUSION This report describes the process that one college of pharmacy employed to develop a valid and reliable SET. The methodology can inform other colleges and schools of pharmacy who wish to design, revise, or develop their own SETs.
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Affiliation(s)
- Eric C Nemec
- Department of Physician Assistant Studies, Sacred Heart University, 5151 Park Avenue, Fairfield, CT 06825, United States.
| | - David M Baker
- Department of Pharmaceutical & Administrative Sciences, Western New England University College of Pharmacy, 1215 Wilbraham Rd., Springfield, MA 01119, United States.
| | - Danhui Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, #19, Xinjiekou Wai Street, Haidian District, Beijing 100875, China.
| | - Matthew Dintzner
- Department of Pharmaceutical & Administrative Sciences, Western New England University College of Pharmacy, 1215 Wilbraham Rd., Springfield, MA 01119, United States.
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Newton K, Lewis H, Pugh M, Paladugu M, Woywodt A. Twelve tips for turning quality assurance data into undergraduate teaching awards: A quality improvement and student engagement initiative. MEDICAL TEACHER 2017; 39:141-146. [PMID: 27832725 DOI: 10.1080/0142159x.2016.1248912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Data on teaching awards in undergraduate medical education are sparse. The benefits of an awards system may seem obvious at first glance. However, there are also potential problems relating to fairness, avoidance of bias, and alignment of the awards system with a wider strategy for quality improvement and curriculum development. Here, we report five- year single center experience with establishing undergraduate teaching awards in a large academic teaching hospital. Due to lack of additional funding we based our awards not on peer review but mainly on existing and very comprehensive quality assurance (QA) data. Our 12 tips describe practical points but also pitfalls with awards categories and criteria, advertising and disseminating the awards, the actual awards ceremony and finally embedding the awards in the hospital's wider strategy. To be truly successful, teaching awards and prizes need to be carefully considered, designed and aligned with a wider institutional strategy of rewarding enthusiastic educators.
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Affiliation(s)
- Kate Newton
- a Department of Undergraduate Medical Education , Lancashire Teaching Hospitals NHS Foundation Trust , Preston , UK
| | - Helen Lewis
- a Department of Undergraduate Medical Education , Lancashire Teaching Hospitals NHS Foundation Trust , Preston , UK
| | - Mark Pugh
- a Department of Undergraduate Medical Education , Lancashire Teaching Hospitals NHS Foundation Trust , Preston , UK
| | - Madhavi Paladugu
- a Department of Undergraduate Medical Education , Lancashire Teaching Hospitals NHS Foundation Trust , Preston , UK
| | - Alexander Woywodt
- a Department of Undergraduate Medical Education , Lancashire Teaching Hospitals NHS Foundation Trust , Preston , UK
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Cain J, Romanelli F, Smith KM. Academic entitlement in pharmacy education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:189. [PMID: 23275654 PMCID: PMC3530051 DOI: 10.5688/ajpe7610189] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2012] [Accepted: 08/22/2012] [Indexed: 05/28/2023]
Abstract
The constructs of academic entitlement and student consumerism refer to students' attitudes toward education as a commodity and the underlying belief that as consumers, they should be catered to and given the opportunity to participate in the education process according to their preferences. Most discussions regarding these attitudes are anecdotal, but the pervasiveness of these accounts and the troubling effects that ensue warrant attention. Grade inflation, student incivility, altered classroom practices, and decreased faculty morale are all potential aftereffects of teaching students who hold academic entitlement beliefs. Numerous factors are posited as attributing to academic entitlement including personal issues, societal pressures, and broad academic practices. This paper discusses these factors and offers faculty members and administrators recommendations regarding practices that may curb or alleviate issues associated with academically entitled students.
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Affiliation(s)
- Jeff Cain
- University of Kentucky College of Pharmacy, Lexington, KY 40536-0596, USA.
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Medina MS, Bouldin AS, Gonyeau M, Kissack JC, Maldonado WT, Melchert RB, Moukhachen O, Plaza CM. Report of the 2011-2012 Academic Affairs Standing Committee: the evolving role of scholarly teaching in teaching excellence for current and future faculty. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:S5. [PMID: 22919097 PMCID: PMC3425937 DOI: 10.5688/ajpe766s5] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
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Harris BJ, Butler M, Cardello E, Corelli R, Dahdal W, Gurney M, Harrell K, Murphy J, Pisano D, Sullivan M, Teeters J, Bradley-Baker L. Report of the 2011-2012 AACP Professional Affairs Committee: addressing the teaching excellence of volunteer pharmacy preceptors. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:S4. [PMID: 22919096 PMCID: PMC3425936 DOI: 10.5688/ajpe766s4] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Affiliation(s)
- Betty Jean Harris
- Husson University School of Pharmacy, One College Circle, Bangor, ME, USA
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Stein SM, Fujisaki BS, Davis SE, Maclean LG. A 1-day course to improve the teaching effectiveness of health professions faculty members. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:15. [PMID: 22412214 PMCID: PMC3298397 DOI: 10.5688/ajpe76115] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2011] [Accepted: 08/20/2011] [Indexed: 05/27/2023]
Abstract
OBJECTIVE To determine the effect of a 1-day teaching-methods course for pharmacy and nursing faculty members on teaching proficiency and perceptions of effective teaching. DESIGN A 1-day teaching-methods course was created and presented to 12 pharmacy and nursing faculty members. Participants' teaching sessions were video-recorded pre- and post-course. ASSESSMENT A panel of educators evaluated pre- and post-course video-recorded teaching presentations to assess teaching effectiveness. Participants completed pre- and post-course self-evaluations and surveys. Panelists' assessments confirmed significant improvement in 7 of 10 domains. Perceptions of teaching efficacy and proficiency to teach effectively improved after completion of the course. CONCLUSION A 1-day teaching-methods course, requiring minimal resources, is a valuable development resource that can improve teaching effectiveness through enhanced communication and teaching techniques. Because effective teaching is positively correlated with students' learning, training seminars can be integral to comprehensive quality improvement.
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Affiliation(s)
- Susan M Stein
- School of Pharmacy, Pacific University, 222 SE 8th Avenue, Hillsboro, OR, USA.
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