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Erstad BL, Franks AM, Zillich AJ. Best-Practice Strategies for Faculty Evaluations: A Focus on Pharmacy Departments or Divisions with Both Tenure and Nontenure-Track Faculty Members. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:101270. [PMID: 39173882 DOI: 10.1016/j.ajpe.2024.101270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2024] [Revised: 08/07/2024] [Accepted: 08/15/2024] [Indexed: 08/24/2024]
Abstract
There are unique challenges associated with the evaluation of faculty in pharmacy departments or divisions that have a mix of nontenure-track and tenure-track faculty members. Such evaluations are intended to provide feedback on performance and personal growth but have the potential to demotivate faculty and add to existing stress if improperly performed. The purpose of this commentary is to suggest best practices for department chairs involved in performing evaluations of faculty in pharmacy departments or divisions that have a mix of nontenure-track and tenure-track faculty members. The paper is intended to help ensure these evaluations not only capture the quality and quantity of each faculty member's full range of activities and responsibilities but also are conducted in a supportive and constructive fashion. This commentary is targeted at new department chairs, new faculty members unfamiliar with academic evaluation processes, and departments contemplating changes in their existing evaluation procedures.
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Affiliation(s)
- Brian L Erstad
- Department of Pharmacy Practice & Science, University of Arizona R. Ken Coit College of Pharmacy, Tucson, AZ, USA.
| | - Amy M Franks
- Department of Pharmacy Practice, University of Arkansas for Medical Sciences, College of Pharmacy, Little Rock, AR, USA
| | - Alan J Zillich
- Department of Pharmacy Practice, Purdue University College of Pharmacy, West Lafayette, IN, USA
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2
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Wong CL, Melo MAS, Scarpa-Lota N, Moazzez R, Furness A, Stewart KT. The future of faculty recruitment: Inspiring students into an academic career. J Dent Educ 2024; 88:895-899. [PMID: 38532660 DOI: 10.1002/jdd.13514] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2023] [Revised: 02/14/2024] [Accepted: 03/03/2024] [Indexed: 03/28/2024]
Abstract
The dilemma surrounding faculty shortages within dental education continues to present significant challenges for the dental profession. There remains a tremendous need to create an effective and sustainable pathway for the recruitment of faculty into dental academia, with an emphasis on the establishment of a more diverse and representative faculty composition. This perspective paper proposes a blueprint to nurture and inspire dental students into academia.
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Affiliation(s)
- Cynthia L Wong
- Department of Pediatric Dentistry, Eastman Institute for Oral Health, University of Rochester Medical Center, Rochester, New York, USA
| | - Mary Anne S Melo
- Department of Comprehensive Dentistry, University of Maryland School of Dentistry, Baltimore, Maryland, USA
| | - Nathalie Scarpa-Lota
- Department of Restorative Dentistry, Rutgers School of Dental Medicine, Newark, New Jersey, USA
| | - Rebecca Moazzez
- Department of Preventive and Restorative Dentistry, Arthur A Dugoni School of Dentistry/University of the Pacific, San Francisco, California, USA
| | - Alan Furness
- Department of Restorative Sciences, The Dental College of Georgia at Augusta University, Augusta, Georgia, USA
| | - Kelton T Stewart
- Department of Orthodontics and Oral Facial Genetics, Indiana University School of Dentistry, Indianapolis, Indiana, USA
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DeLuca J, Girand HL, Hilaire ML, Lindsey CC, Prescott WA. A Mixed Methods Study of Resources Available for the Professional Development of Mid-Career Faculty. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100661. [PMID: 38296032 DOI: 10.1016/j.ajpe.2024.100661] [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: 10/24/2023] [Revised: 01/19/2024] [Accepted: 01/19/2024] [Indexed: 02/13/2024]
Abstract
OBJECTIVE To determine what resources are available and useful for the professional development of mid-career faculty (MCF) in pharmacy education to foster career advancement. METHODS A 37-question survey was sent to 7236 members of the American Association of Colleges of Pharmacy, an estimated 4640 of whom represented the target population of associate professors, full professors, and administrators. Semi-structured focus groups involving these 3 groups of faculty were held to provide additional insight. RESULTS Of 4640 targeted pharmacy faculty, 825 completed the survey (18% response rate). At least one response was received from 98% of colleges and schools of pharmacy. Over 75% of MCF indicated a goal to advance to full professor, of whom only 55% were very or extremely confident they would be promoted. Clarity in expectations for advancement was identified as the most important factor for advancement; however, only 57% of MCF respondents agreed that their department/division has clearly delineated expectations for promotion. Protected time for research/scholarship was perceived by MCF as another important factor for advancement but was not provided as a resource to 61% of faculty. Thematic analysis of 7 focus groups including 31 faculty revealed 10 themes reinforcing the survey results. CONCLUSION This study identified misalignment between the needs of MCF and the resources available to facilitate development/advancement.
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Affiliation(s)
- Judith DeLuca
- Binghamton University, School of Pharmacy and Pharmaceutical Sciences, Johnson City, NY, USA.
| | - Heather L Girand
- Ferris State University College of Pharmacy, Big Rapids, MI, USA
| | | | | | - William Allan Prescott
- University at Buffalo School of Pharmacy and Pharmaceutical Sciences, Buffalo, NY, USA; American Journal of Pharmaceutical Education, USA
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Newman K, Richter LM, Meny LM, Arnoldi J, Hookstra Danielson J. A Mixed-Methods Analysis of the Promotion and Tenure Process for Experiential Education Faculty. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100582. [PMID: 37541488 DOI: 10.1016/j.ajpe.2023.100582] [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: 02/16/2023] [Revised: 06/14/2023] [Accepted: 07/27/2023] [Indexed: 08/06/2023]
Abstract
OBJECTIVE To understand the process of the promotion and tenure (P&T) as experienced by faculty members in experiential education (EE). METHODS A quantitative survey of EE faculty at any academic rank investigated the general landscape of experiences in P&T. Phenomenological qualitative interviews with faculty who currently work in EE and who achieved promotion to full professor while working within EE provided additional context. Analysis was completed using a mixed-methods approach. Incomplete survey responses were excluded. RESULTS Survey respondents indicated feeling different from other clinical faculty, particularly in the need to justify their work to the P&T committee (26/38; 68%). Respondents noted how challenging the P&T process was and perceived a lack of understanding of EE work among P&T committee members, chairs, and/or colleagues. In qualitative interviews, 3 themes emerged, which were characterizing a misunderstood role; navigating an unclear process with creativity and courage; and seeking outside-of-the-box mentoring. CONCLUSION Experiential education faculty may require specific guidance and a thoughtful approach in tailoring their dossier for the P&T process, especially in accounting for administrative work and other unique aspects of the role. To promote inclusivity and retention of EE faculty, greater understanding of the EE role is needed as it applies to guidelines for P&T. Furthermore, EE faculty and others with unique roles should receive guidance to meaningfully apply P&T guidelines in a manner that best represents their role.
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Affiliation(s)
- Kate Newman
- Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, IL, USA.
| | - Lisa M Richter
- North Dakota State University School of Pharmacy, Fargo, ND, USA
| | - Lisa M Meny
- Ferris State University College of Pharmacy, Big Rapids, MI, USA
| | - Jennifer Arnoldi
- Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, IL, USA
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Erstad BL, Blakely CG, Romero A, Pérez AA, Brazeau GA. Best Practice Strategies for Retaining Faculty During Times of Rapid Change. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100579. [PMID: 37524260 DOI: 10.1016/j.ajpe.2023.100579] [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: 06/08/2023] [Revised: 07/18/2023] [Accepted: 07/27/2023] [Indexed: 08/02/2023]
Abstract
Faculty retention is an issue of concern to schools and colleges of pharmacy. The reasons why faculty leave are multifactorial but often involve a breach of unwritten contract obligations between the faculty member and the organization. This article provides strategies for retaining faculty based on published literature that include perceived breaches of unwritten contracts and our own perspectives as departmental and university administrators and senior faculty members who have been involved in devising and implementing institutional change. Retention begins with recruitment but then needs to be nurtured during onboarding and as part of the overall enculturation process for new faculty members. Particular attention to the factors that influence the retention of underrepresented minorities must be incorporated to help ensure that pharmacy educators reflect the diversity of the US population.
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Affiliation(s)
- Brian L Erstad
- University of Arizona, R. Ken Coit College of Pharmacy, Department of Pharmacy Practice & Science, Tucson, AZ, USA.
| | | | - Andrea Romero
- University of Arizona, Family Studies & Human Development, College of Agriculture and Life Sciences, Tucson, AZ, USA
| | | | - Gayle A Brazeau
- Marshall University, School of Pharmacy, Department of Pharmaceutical Science, Huntington, WV, USA
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DeLuca J, Girand HL, Hilaire ML, Lindsey CC, Evans J, Prescott WA. A Call to Action for the Professional Development of Mid-Career Faculty. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100044. [PMID: 37714663 DOI: 10.1016/j.ajpe.2023.01.005] [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: 10/20/2022] [Revised: 12/23/2022] [Accepted: 01/04/2023] [Indexed: 09/17/2023]
Abstract
Despite taking on heavier teaching and service loads, an expanding research program, and serving as mentors to junior faculty, mid-career faculty often feel unsupported. Providing a solid foundation through resource allocation and sharing between and within institutions can facilitate establishment or improvement of faculty development initiatives, workload equity, transparent policies, routine performance evaluation, a process for faculty recognition, and a system of mentoring to create an environment where this essential group of faculty can continue to grow. The following discussion, which includes suggested methods to achieve these goals with a focus on mid-career faculty, serves as a call to action for pharmacy school administrators to assess the state of mid-career faculty at their institution, and if indicated, implement systems that promote success among this group.
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Affiliation(s)
| | - Heather L Girand
- Ferris State University, College of Pharmacy, Big Rapids, MI, USA
| | | | | | - Jeffery Evans
- University of Louisiana Monroe, College of Pharmacy, Monroe, LA, USA
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Clubbs BH, Banares L, Desselle SP, Malewski D, Wasem V, Canedo J, Carpio S, Kali-Rai R. Part-Time and Cofunded Pharmacy Faculty and Their Perceptions of Professional and Organizational Identity Formation. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100102. [PMID: 37380259 DOI: 10.1016/j.ajpe.2023.100102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Revised: 10/18/2022] [Accepted: 10/21/2022] [Indexed: 06/30/2023]
Abstract
OBJECTIVE To gain a better understanding of professional and organizational identity formation and workplace climate issues among part-time and cofunded pharmacy faculty. METHODS This study had a cross-sectional, prospective design using a semistructured interview guide developed by the researchers of this study. The interview guide drew themes from motivating language theory, social provisions, and previous research on professional identity. Pharmacy faculty with varying part-time and cofunded appointments, representing a cross section of demographic characteristics, and working in different types of practice sites and institutions, were invited to participate. RESULTS Data saturation was reached at 14 participants. Participants had a variety of professional roles, namely teaching and precepting, as well as clinical, research, service, and administrative responsibilities. Three general themes emerged: (1) the struggle with having multiple aspects of professional identity, (2) facing the perception that academia is a "lifestyle" that not all faculty can fully participate, and (3) the need for properly constructed and tailored communication from peers and supervisors. CONCLUSION A key component to mitigating the struggle with multiple aspects of professional identity and the feeling that part-time and cofunded faculty cannot fully participate in the academic lifestyle seemed to be informed, empathetic, inclusive, and tailored communication from supervisors.
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Affiliation(s)
- Brooke Hildebrand Clubbs
- Southeast Missouri State University, College of Education, Health, and Human Studies, Cape Girardeau, MO, USA
| | - Linda Banares
- Touro University California College of Pharmacy, Vallejo, CA, USA.
| | - Shane P Desselle
- Touro University California College of Pharmacy, Vallejo, CA, USA
| | - David Malewski
- Touro University California College of Pharmacy, Vallejo, CA, USA
| | - Valerie Wasem
- Touro University California College of Pharmacy, Vallejo, CA, USA
| | - Joanne Canedo
- University of Mississippi, Department of Pharmacy Administration, Oxford, MS, USA
| | - Sarah Carpio
- Touro University California College of Pharmacy, Vallejo, CA, USA
| | - Ranjit Kali-Rai
- Touro University California College of Pharmacy, Vallejo, CA, USA; University of the Pacific, Stockton, CA, US
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Lee KC, Park SK, Lebovitz L, Wang ZA, Hall-Lipsy E, Hardy YM, Dey S. We Must Do Better to Ensure Equity, Transparency, and Clarity in Service Workload. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100092. [PMID: 37316126 DOI: 10.1016/j.ajpe.2023.100092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Revised: 03/07/2023] [Accepted: 03/13/2023] [Indexed: 06/16/2023]
Abstract
Assessment of faculty workload is challenging due to the diverse set of definitions and expectations at individual schools/colleges of pharmacy. The service component of faculty workload is complicated to assess and evaluate due to institutional variances in policies and procedures for assigning service commitments and lack of clarity in how service is regarded toward promotion and tenure decisions. This commentary discusses the challenges of service as a component of faculty workload including lack of clear definitions and time dedicated to service. The commentary also presents potential solutions that schools/colleges should consider in defining service expectations. These solutions include strategies on how administrators should: set expectations, engage faculty at all ranks and series, and measure outcomes to ensure equity of service workload to build a culture of collective citizenship.
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Affiliation(s)
- Kelly C Lee
- University of California, San Diego, CA, USA.
| | - Sharon K Park
- Notre Dame of Maryland University, Baltimore, MD, USA
| | | | | | | | | | - Surajit Dey
- Roseman University of Health Sciences, Henderson, NV, USA
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Korayem GB, Alqahtani LA, Alsulaiman SH, Alhammad AM, Badreldin HA, Alkhudair N, Al Sulaiman K, Aljuhani O. Clinical Pharmacy Faculty Provision of Direct Patient Care, Challenges, and Opportunities. Front Med (Lausanne) 2023; 10:1143576. [PMID: 37250644 PMCID: PMC10213266 DOI: 10.3389/fmed.2023.1143576] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2023] [Accepted: 04/14/2023] [Indexed: 05/31/2023] Open
Abstract
Background The quadripartite mission of clinical track faculty members involves research, teaching, services, and direct patient care. However, the extent of faculty involvement in direct patient care remains a challenge. Thus, the study's objective is to evaluate the effort spent on direct patient care by clinical faculty of pharmacy schools in Saudi Arabia (S.A.) and identify factors that hinder or facilitate providing direct patient care services. Methods This multi-institutional, cross-sectional questionnaire study conducted between July 2021 and March 2022 involved several pharmacy schools' clinical pharmacy faculty members in S.A. The primary outcome was the percentage of time/effort spent on patient care services and other academic responsibilities. The secondary outcomes were the factors affecting the effort spent on direct patient care and the barriers preventing the provision of clinical services. Results A total of 44 faculty members took the survey. The percentage of effort spent on clinical education was highest at a median (IQR) of 37.5 (30, 50), followed by that spent on patient care [19 (10, 28.75)]. The percentages of effort spent on education and the length of academic experience were negatively associated with efforts spent on direct patient care. The most commonly reported barrier affecting fulfilling patient care duties was the lack of a clear practice policy (68%). Conclusion Although most clinical pharmacy faculty members were involved in direct patient care, half of them devoted only 20% or less of their time to it. An effective effort allocation for clinical faculty duties will require the development of a clinical faculty workload model that sets realistic expectations about the time spent on clinical and non-clinical duties.
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Affiliation(s)
- Ghazwa B. Korayem
- Department of Pharmacy Practice, College of Pharmacy, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Lama Ali Alqahtani
- Department of Pharmacy Practice, College of Pharmacy, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Sultanah Hisham Alsulaiman
- Epidemiology and Biostatistics Section, Health Sciences Research Center, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Abdullah M. Alhammad
- Clinical Pharmacy Department, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
| | - Hisham A. Badreldin
- Pharmacy Practice Department, College of Pharmacy, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- Pharmaceutical Care Services, King Abdulaziz Medical City, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Nora Alkhudair
- Clinical Pharmacy Department, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
| | - Khalid Al Sulaiman
- Pharmacy Practice Department, College of Pharmacy, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- Pharmaceutical Care Services, King Abdulaziz Medical City, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
- Saudi Critical Care Pharmacy Research (SCAPE) Platform, Riyadh, Saudi Arabia
| | - Ohoud Aljuhani
- Department of Pharmacy Practice, Faculty of Pharmacy, King Abdulaziz University, Jeddah, Saudi Arabia
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Prescott WA. The Five Most Important Lessons I Learned Along the Path to Clinical Professor. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe9205. [PMID: 36332916 PMCID: PMC10159037 DOI: 10.5688/ajpe9205] [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: 06/21/2022] [Accepted: 07/04/2022] [Indexed: 05/03/2023]
Abstract
Data from the Academy indicate that non-tenure track (NTT) faculty are not ascending academic ranks to the same extent as tenured/tenure-track faculty. The reasons for this are likely multifactorial but may include a lack of direction, purpose, and resources. While there is more than one way to arrive at a particular destination in academia, it seems wise to listen and learn from those who have traveled the path. In this Commentary, which is directed to new and mid-career NTT faculty, I discuss the five most important lessons I learned along the path to becoming a clinical professor. This includes the importance of humility and serving others, setting goals (and advocating for the time you need to reach them), working smart (not simply hard), taking an active role in advancing the profession, and finally, taking time away from work and seeking alternative work arrangements that promote work-life balance.
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Affiliation(s)
- William A Prescott
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
- Editorial Board Member, American Journal of Pharmaceutical Education
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Park SK, DiVall MV, Lee KC, Lebovitz L, Dey S, Attarabeen OF. Gaps and Opportunities for Faculty Workload Policies in Pharmacy and Health Professions Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe9012. [PMID: 35470173 PMCID: PMC10159508 DOI: 10.5688/ajpe9012] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Accepted: 04/21/2022] [Indexed: 05/06/2023]
Abstract
Faculty workload is difficult to delineate and quantify equitably because of the various factors and diverse roles that define faculty positions. This is especially true in health professions education, including pharmacy. Nonetheless, ensuring fair and transparent distribution of faculty workload is necessary for equity and engagement of the faculty workforce. While it is impossible to develop a uniform policy for all faculty, there can be a guide for how workload is developed and measured, especially for promotion or awarding of tenure, focusing on equity and transparency. Developing clear definitions of workload, setting mutually agreed expectations, and sharing transparent workload assignments and distribution within the institution may be needed. It is imperative to discuss an optimal policy for equitable and transparent workload in each institution and in academic pharmacy as a whole; a lack of this effort can create undue hardship for faculty, decrease productivity, potentially worsen faculty morale, and ultimately impair faculty retention.
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Affiliation(s)
- Sharon K Park
- Notre Dame of Maryland University, School of Pharmacy, Baltimore, Maryland
| | | | - Kelly C Lee
- University of California San Diego, Skaggs School of Pharmacy and Pharmaceutical Sciences, La Jolla, California
| | - Lisa Lebovitz
- University of Maryland, School of Pharmacy, Baltimore, Maryland
| | - Surajit Dey
- Roseman University of Health Sciences, Henderson, Nevada
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Omar F Attarabeen
- University of Maryland Eastern Shore, School of Pharmacy, Princess Anne, Maryland
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Loder R, Coombs J, Najmabadi S, Henry T, Ryujin D, Valentin V. Gender Disparities in Physician Assistant Educator Promotion and Compensation: A Mixed Methods Approach. J Physician Assist Educ 2023; 34:3-8. [PMID: 36692497 DOI: 10.1097/jpa.0000000000000479] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
INTRODUCTION The gender wage gap is well documented in many industries. A disparity in salary between female and male physician assistant (PA) educators has been demonstrated, but disparities in academic rank have not been shown. The purpose of this study was to re-examine gender disparities in compensation to PA educators and to explore whether gender-based disparities exist in promotion to higher academic rank in this field. METHODS An explanatory sequential mixed-methods design was used to determine differences in salary and rank by gender. PA Education Association Faculty and Directors Survey data from 2014, 2017, and 2019 were analyzed. A focus group was conducted to explain the findings and understand the barriers to promotion for female faculty. RESULTS Female PA faculty members earn $7573 less than their male colleagues when controlling for all other variables. Female faculty members have an increased likelihood (RR 1.150) for being in early career stage versus late career stage. Obtaining a doctoral degree decreased the risk for being in an early career stage (RR 0.567) with men twice as likely to have a doctoral degree as women. DISCUSSION Rank and salary disparities exist in PA faculty by gender. Female faculty are less likely to hold doctoral degrees or to be promoted to higher academic ranks, and they earn less than men. Degree level and career track are themes unique to the PA education profession, and further research is needed to understand their impact. With more women entering PA education, pay equity and promotion need to be addressed.
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Affiliation(s)
- Rayne Loder
- Rayne Loder, MHS, PA-C, is an assistant professor in the Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, Massachusetts
- Jennifer Coombs, PhD, PA-C, is an associate professor in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Shahpar Najmabadi, PhD, is a research scientist in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Trenton Henry, MS, is a research analyst in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Darin Ryujin, MPAS, PA-C, is an associate professor in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Virginia Valentin, DrPH, PA-C, is an associate professor in the Department of Physician Assistant Studies, University of Kentucky College of Health Sciences, Lexington, Kentucky
| | - Jennifer Coombs
- Rayne Loder, MHS, PA-C, is an assistant professor in the Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, Massachusetts
- Jennifer Coombs, PhD, PA-C, is an associate professor in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Shahpar Najmabadi, PhD, is a research scientist in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Trenton Henry, MS, is a research analyst in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Darin Ryujin, MPAS, PA-C, is an associate professor in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Virginia Valentin, DrPH, PA-C, is an associate professor in the Department of Physician Assistant Studies, University of Kentucky College of Health Sciences, Lexington, Kentucky
| | - Shahpar Najmabadi
- Rayne Loder, MHS, PA-C, is an assistant professor in the Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, Massachusetts
- Jennifer Coombs, PhD, PA-C, is an associate professor in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Shahpar Najmabadi, PhD, is a research scientist in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Trenton Henry, MS, is a research analyst in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Darin Ryujin, MPAS, PA-C, is an associate professor in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Virginia Valentin, DrPH, PA-C, is an associate professor in the Department of Physician Assistant Studies, University of Kentucky College of Health Sciences, Lexington, Kentucky
| | - Trenton Henry
- Rayne Loder, MHS, PA-C, is an assistant professor in the Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, Massachusetts
- Jennifer Coombs, PhD, PA-C, is an associate professor in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Shahpar Najmabadi, PhD, is a research scientist in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Trenton Henry, MS, is a research analyst in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Darin Ryujin, MPAS, PA-C, is an associate professor in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Virginia Valentin, DrPH, PA-C, is an associate professor in the Department of Physician Assistant Studies, University of Kentucky College of Health Sciences, Lexington, Kentucky
| | - Darin Ryujin
- Rayne Loder, MHS, PA-C, is an assistant professor in the Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, Massachusetts
- Jennifer Coombs, PhD, PA-C, is an associate professor in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Shahpar Najmabadi, PhD, is a research scientist in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Trenton Henry, MS, is a research analyst in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Darin Ryujin, MPAS, PA-C, is an associate professor in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Virginia Valentin, DrPH, PA-C, is an associate professor in the Department of Physician Assistant Studies, University of Kentucky College of Health Sciences, Lexington, Kentucky
| | - Virginia Valentin
- Rayne Loder, MHS, PA-C, is an assistant professor in the Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, Massachusetts
- Jennifer Coombs, PhD, PA-C, is an associate professor in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Shahpar Najmabadi, PhD, is a research scientist in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Trenton Henry, MS, is a research analyst in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Darin Ryujin, MPAS, PA-C, is an associate professor in the Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, Utah
- Virginia Valentin, DrPH, PA-C, is an associate professor in the Department of Physician Assistant Studies, University of Kentucky College of Health Sciences, Lexington, Kentucky
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Farias-Ruiz C, Byrd T, MacLaughlin EJ, Hall RG. Evaluation of Scholarship Motivators and Barriers for Non-Tenure-Track Faculty in a Department of Pharmacy Practice. PHARMACY 2023; 11:pharmacy11010031. [PMID: 36827669 PMCID: PMC9959709 DOI: 10.3390/pharmacy11010031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2023] [Revised: 02/02/2023] [Accepted: 02/05/2023] [Indexed: 02/11/2023] Open
Abstract
The Accreditation Council for Pharmacy Education (ACPE) Standards 2016 set explicit expectations for faculty scholarship. However, many non-tenure-track faculty have struggled with the scholarship portion of the academic tripart mission of clinical practice, teaching, and scholarship. Therefore, we sought to identify themes regarding the barriers, motivators, and potential solutions associated with non-tenure-track faculty scholarship. Four focus group interviews were held via videoconference during July 2021, which consisted of non-tenure-track faculty within the TTUHSC Jerry H. Hodge School of Pharmacy. Each focus group answered a standard script of questions that were evaluated for face validity over a 30-60 min session. Twenty-two non-tenure-track faculty members (47% response) participated in one of the four focus group interviews. The four common barriers were insufficient time, lack of acknowledgment, obscurity of scholarship expectations, and a lack of resources and support. Scholarship's lasting impact on academia, students, and clinical practice was the one common motivator identified by the groups. The barriers identified were not unique to our faculty, despite the unique four-city structure of our program. Actions have continued to be taken to help address the barriers and potential solutions identified by the focus groups. In summary, our results echo that non-tenure-track faculty need more time and training to help them feel like they can meet institutional scholarship requirements.
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Affiliation(s)
- Cecilia Farias-Ruiz
- Julia Jones Matthews School of Population and Public Health, Texas Tech University Health Sciences Center, Lubbock, TX 79430, USA
| | - Theresa Byrd
- Julia Jones Matthews School of Population and Public Health, Texas Tech University Health Sciences Center, Lubbock, TX 79430, USA
| | - Eric J. MacLaughlin
- Department of Pharmacy Practice, Jerry H. Hodge School of Pharmacy, Texas Tech University Health Sciences Center, Amarillo, TX 79430, USA
| | - Ronald G. Hall
- Department of Pharmacy Practice, Jerry H. Hodge School of Pharmacy, Texas Tech University Health Sciences Center, Amarillo, TX 79430, USA
- Department of Pharmacy Practice, Jerry H. Hodge School of Pharmacy, Texas Tech University Health Sciences Center, Dallas, TX 79430, USA
- Correspondence: ; Tel.: +1-(214)-3589009
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Kennedy DR, Clapp P, DeLuca JL, Filtz TM, Kroon L, Lamberts JT, Oliphant CM, Prescott WA, Ray SD. Enhancing Pharmacy Faculty Well-Being and Productivity While Reducing Burnout. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:8764. [PMID: 34507961 PMCID: PMC10159489 DOI: 10.5688/ajpe8764] [Citation(s) in RCA: 21] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Accepted: 08/31/2021] [Indexed: 05/06/2023]
Abstract
Objective To explore methods that pharmacy programs can use to redefine their work environment to reduce stress, improve well-being, and increase faculty productivity.Findings To demonstrate a culture of support, organizations should consider a five-fold approach to enhancing and maintaining faculty well-being, including optimizing faculty and staff support, establishing a faculty development and mentoring program, permitting flexibility in work schedules, improving productivity of meetings, and managing communication tools. Individuals can also take measures to improve their well-being, including controlling email, giving attention to faculty citizenship, implementing stress reduction and coping techniques, and maintaining boundaries between work and home.Summary This article discusses approaches that have been shown to reduce burnout and provides strategies organizations and individuals can implement to improve productivity and faculty well-being. While certain areas, such as faculty wellness and productivity, have been well-studied in the pharmacy and health professions literature, significant gaps were identified in other areas, including alternate work arrangements. In some cases, data from the business sector can be extrapolated to pharmacy education; however, inferences from effective corporate strategies may not be transferable to the culture and expectations of academia. While there is significant overlap between institutional and individual strategies, a culture of communication, collaboration, support, and citizenship is foundational. There is no single strategy that will work for everyone, and flexibility is important to develop an individualized approach.
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Affiliation(s)
- Daniel R Kennedy
- Western New England University, College of Pharmacy and Health Sciences, Springfield, Massachusetts
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Peter Clapp
- Regis University, School of Pharmacy, Denver, Colorado
| | - Judith L DeLuca
- Wilkes University, Nesbitt School of Pharmacy, Wilkes-Barre, Pennsylvania
| | - Theresa M Filtz
- Oregon State University, College of Pharmacy, Corvallis, Oregon
| | - Lisa Kroon
- University of California, School of Pharmacy, San Francisco, California
| | | | | | - William Allan Prescott
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
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Desselle SP, Clubbs BH, Darbishire P. Communication in Pharmacy Higher Education to Improve Work-life and Mitigate Burnout. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:ajpe8616. [PMID: 34301565 PMCID: PMC8887061 DOI: 10.5688/ajpe8616] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Accepted: 06/18/2021] [Indexed: 05/27/2023]
Abstract
Objective. To identify the content, style, timing, tone, and initiation of communication that best connotes "reassurance of worth" from peers and supervisors in pharmacy academia.Methods. This study employed semi-structured interviews to acquire in-depth information from pharmacy faculty through a purposive sampling process. Academicians who had published in the area of work-life and/or were deemed likely to make substantial contributions to the interview were asked to participate. Participants represented a cross section of pharmacy faculty in terms of discipline, institution, and demographic characteristics. An interview guide was constructed based on motivating language theory and provisions of social relationships theory. Interviews were conducted via Zoom and transcribed verbatim. Themes were gleaned using open coding, then audited and checked.Results. Data saturation occurred after eight interviews. Two primary themes emerged: guidance, particularly related to professional development and tenure; and reassurance of worth through invited participation, praise, and/or rewards. Interviewees highlighted the importance of empathetic yet practical language among peers, and supervisor-initiated, meaning-making language rather than generic platitudes.Conclusion. Empathetic, personal language that provides guidance and reassurance of worth can enhance pharmacy faculty contributions and mitigate burnout. Invitations to collaborate are seen by faculty as collegial and engaging. This study demonstrated the usefulness of motivating language theory and social provisions in guiding communications among pharmacy academicians.
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Affiliation(s)
- Shane P Desselle
- Touro University California, College of Pharmacy, Vallejo, California
| | | | - Patricia Darbishire
- Purdue University College of Pharmacy, West Lafayette, Indiana
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
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Barnett MJ, Lindfelt T, Doroudgar S, Chan E, Ip EJ. Pharmacy-faculty work-life balance and career satisfaction: Comparison of national survey results from 2012 and 2018. EXPLORATORY RESEARCH IN CLINICAL AND SOCIAL PHARMACY 2022; 5:100112. [PMID: 35478528 PMCID: PMC9031084 DOI: 10.1016/j.rcsop.2022.100112] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Revised: 01/19/2022] [Accepted: 01/31/2022] [Indexed: 12/04/2022] Open
Abstract
Background Changes in demographics and composition of pharmacy faculty, along with faculty perceived stress, work-life balance and career satisfaction have yet to be fully documented. Objective To compare recent results from a national survey of work-life balance and career satisfaction of United States (U.S.) pharmacy faculty with results obtained from a similar survey from 2012. Methods A 46-item anonymous survey administered via Qualtrics (Provo, UT) was sent to members of the American Association of Colleges of Pharmacy (AACP) in 2018. Information regarding demographics, stress, work-life balance, career satisfaction and intent to leave academia was collected. Although not part of the previous survey, participant information related to bullying and abuse in the pharmacy academic work was also gathered. While actual p-values are reported for all comparisons, a more conservative p-value of 0.01 was chosen a priori to indicate significance as multiple comparisons were made. Results A total of 1090 pharmacy faculty completed the survey, comparable to the number obtained in 2012 (n = 811). Overall response rates were similar for both years. The majority of pharmacy faculty in 2018 were female, white, married or with partner, worked in a pharmacy practice department and for a public institution. Notable differences between surveys included an increase in females, more associate professors and an increase in non-white faculty in 2018, relative to 2012. Stress, as measured by mean Perceived Stress Scale (PSS) scores was also significantly higher in 2018 (16.0 ± 6.6 vs. 13.5 ± 6.7, p < 0.01) relative to 2012. Faculty from 2018 were significantly less likely to report an intention to remain in academia (61.8% vs 86.3%, p < 0.01), relative to 2012. A sizable number of pharmacy faculty surveyed in 2018 also reported observing or experiencing hostility in the workplace, which included either bullying or verbal or physical abuse. Conclusions The makeup of pharmacy educators has evolved quickly over the last several years to comprise more female and associate professors who work within a pharmacy practice department. Also noteworthy is the significant increase in self-reported stress over the six-year timeframe. The direct implications of these findings are unknown but suggest that pharmacy academia is maturing in rank and changing to reflect the current pharmacy workforce (i.e., more females and additional clinical practice roles). Increases in responsibility likely accompany these maturing roles and may, along with other factors, contribute to the observed changes in the reported stress levels among faculty. Further research is called for regarding the reported hostility in pharmacy academic workplace and dovetails with concurrent work being done on citizenship and organizational citizenship behavior among pharmacy faculty. Findings of the study may aid pharmacy school administrators and stakeholders with plans to recruit, develop and retain faculty. Pharmacy faculty report frequent hostility and bullying in their workplace. Composition of pharmacy faculty is rapidly changing to include more females working in pharmacy practice departments. Pharmacy faculty report increased stress levels relative to a previous survey from 2012.
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Affiliation(s)
- Mitchell J. Barnett
- Touro University California College of Pharmacy, Clinical Sciences Department, 1310 Club Drive, Mare Island, Vallejo, CA 94592, United States of America
- Corresponding author.
| | - Tristan Lindfelt
- Epocrates Medical Information, athenahealth, Inc., 311 Arsenal Street, Watertown, MA 02472, United States of America
| | - Shadi Doroudgar
- Touro University California College of Pharmacy, Clinical Sciences Department, 1310 Club Drive, Mare Island, Vallejo, CA 94592, United States of America
- Stanford University, Department of Medicine-Primary Care and Population Health, 1265 Welch Road, Stanford, CA 94305, United States of America
| | - Emily Chan
- Nebraska Medicine, Clarkson Family Medicine, University of Nebraska Medical Center, 988125 Nebraska Medical Center, Omaha, NE 68198, United States of America
| | - Eric J. Ip
- Touro University California College of Pharmacy, Clinical Sciences Department, 1310 Club Drive, Mare Island, Vallejo, CA 94592, United States of America
- Stanford University, Department of Medicine-Primary Care and Population Health, 1265 Welch Road, Stanford, CA 94305, United States of America
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Snider A, Hight K, Brunson A, Payakachat N, Franks AM. Analysis of Research and Scholarship Criteria Within Promotion and Tenure Documents of US Pharmacy Schools. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:7983. [PMID: 34283764 PMCID: PMC8006489 DOI: 10.5688/ajpe7983] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2019] [Accepted: 11/25/2020] [Indexed: 06/09/2023]
Abstract
Objective. To describe criteria for evaluating faculty scholarship within the promotion and tenure guidance documents of US schools and colleges of pharmacy.Methods. Promotion and tenure documents were obtained from the websites of US pharmacy schools or requested via electronic mail, and institutional characteristics were collected from publicly available online data. A qualitative content analysis was conducted to systematically catalogue document characteristics and criteria for promotion and tenure.Results. Promotion and tenure guidance documents from 121 (85%) of 142 pharmacy schools were analyzed. Institutions were 55% public and equally distributed across Carnegie institutional classifications as well as geographic and extramural funding stratifications. Publications (94%) and grants and contracts (87%) were the most frequently included criteria for faculty advancement. More than 50% of schools recognized the criteria within promotion and tenure guidance documents but did not explicitly require faculty to achieve them before receiving promotion and/or tenure. For institutions that required publications for advancement, the most frequently required criterion was publication in peer-reviewed journals (47%). Few schools (22%) documented a specific number of required publications.Conclusion. This analysis provides a comprehensive review of scholarship criteria in academic pharmacy promotion and tenure guidance documents. There was wide variability among scholarship criteria, and documents often lacked specific language defining scholarship requirements. As a result, faculty may find the documents less helpful for self-assessment and preparation toward promotion and/or tenure. These benchmark data can assist pharmacy faculty and administrators in developing and revising promotion and tenure guidance documents to include clear criteria and better align with peer institutions.
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Affiliation(s)
- Allen Snider
- University of Kansas Health System, Kansas City, Kansas
| | - Kacey Hight
- Ochsner LSU Health Shreveport, Shreveport, Louisiana
| | | | - Nalin Payakachat
- University of Arkansas for Medical Sciences, College of Pharmacy, Little Rock, Arkansas
| | - Amy M Franks
- University of Arkansas for Medical Sciences, College of Pharmacy, Little Rock, Arkansas
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
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Erstad BL, Romero A, Miller R, Liaupsin C, Thienhaus OJ, Wagner P, Schlager E, Brazeau GA. Equity for and Inclusion of Non-Tenure-Track Pharmacy Faculty Within Academia. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8428. [PMID: 34283773 PMCID: PMC8006479 DOI: 10.5688/ajpe8428] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/16/2020] [Accepted: 11/23/2020] [Indexed: 05/22/2023]
Abstract
Although there are at least twice as many non-tenure-track first-time pharmacy faculty as tenured and tenure-track first-time pharmacy faculty entering academia based on data collected from 2013 to 2019, there are ongoing equity, inclusion, and advancement issues between these categories of faculty that require consideration. Contracts with clear descriptions of responsibilities are needed along with regular evaluations and promotion opportunities based on the faculty member's performance of the assigned responsibilities, appropriate compensation including fringe benefits, inclusion in institutional voting and governance, and due process protections against abrupt termination. Further, universities and schools and colleges of pharmacy should foster a culture that values all faculty regardless of rank or position. The purpose of this commentary is to describe ongoing efforts and lessons learned by one public university with a college of pharmacy that has non-tenure-track and tenure-track faculty. Our hope is to provide insight into how these experiences could be used as a basis to inform changes in policy by other universities with a school or college of pharmacy, as well as to inform possible changes to the Academy's policies.
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Affiliation(s)
- Brian L Erstad
- University of Arizona, College of Pharmacy, Tucson, Arizona
| | - Andrea Romero
- University of Arizona, College of Agriculture and Life Sciences, Tucson, Arizona
| | - Robert Miller
- University of Arizona, School of Architecture, Tucson, Arizona
| | - Carl Liaupsin
- University of Arizona, College of Education, Tucson, Arizona
| | | | - Paul Wagner
- University of Arizona, College of Applied Science and Technology, Tucson, Arizona
| | - Edella Schlager
- University of Arizona, School of Government and Public Policy, Tucson, Arizona
| | - Gayle A Brazeau
- Marshall University, School of Pharmacy, Huntington, West Virginia
- Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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Desselle SP, Darbishire PL, Clubbs BH. Pharmacy Faculty Burnout: Cause for Concern that Requires Our Support and Use of Best Evidence. Innov Pharm 2020; 11. [PMID: 34007640 PMCID: PMC8075153 DOI: 10.24926/iip.v11i3.3274] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022] Open
Abstract
Recent attention has been afforded to the concept of burnout and other quality of worklife issues among pharmacy faculty, underscoring the importance of organizational culture, citizenship, collegiality, and support. Support comes from the larger academic institution, the college/school, and individual colleagues. Evidence points to reassurance of worth, guidance, and positive affirmation as being among the most salient factors in mitigating burnout of faculty, who are caught in the midst of increasing demands and higher administrative burdens. A supportive culture that reassures worth of individual faculty is not a unidimensional typology, but rather, is one that permeates through all components of a multifaceted and strong culture that encourages citizenship. There is a growing body of research and evidence on faculty burnout and related factors. This commentary calls for the use of such evidence in guiding policies, creating mentoring programs, and carrying out daily activities in much the same manner that scholars use the best available evidence in their own specific lines of inquiry in teaching and research.
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