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Wolford GW, Wash EJ, McMillon AR, LaCroix AN. How does training format and clinical education model impact fidelity and confidence in a speech-language pathology rotation? ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024; 29:725-751. [PMID: 37624533 DOI: 10.1007/s10459-023-10276-1] [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: 09/01/2022] [Accepted: 08/06/2023] [Indexed: 08/26/2023]
Abstract
Clinical education rotations typically involve an initial training phase followed by supervised clinical practice. However, little research has explored the separate contributions of each component to the development of student confidence and treatment fidelity. The dual purpose of this study was to compare the impact of clinical training format (synchronous vs. asynchronous) and education model (traditional vs. collaborative) on student confidence and treatment fidelity. Thirty-six speech-language pathology graduate students completed this two-phase study during a one-term clinical rotation. Phase 1 investigated the impact of training condition (synchronous, asynchronous guided, asynchronous unguided) on student confidence and treatment fidelity. Phase 2 explored the impact of education model (traditional vs. collaborative) on student confidence and treatment fidelity. Treatment fidelity was measured at the conclusion of Phases 1 and 2. Students rated their confidence at six-time points throughout the study. Our results indicate that training condition did not differentially impact student confidence or treatment fidelity; however, education model did: students in the collaborative education model reported increased confidence compared to students in the traditional education model. Students in the collaborative education model also trended towards having higher treatment fidelity than students in the traditional education model. These results demonstrate that pre-clinical trainings can be effective in several different formats provided they cover the discrete skills needed for the clinical rotation. While preliminary, our results further suggest that students may benefit from working with peers during their clinical rotations.
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Affiliation(s)
- George W Wolford
- Department of Rehabilitation Sciences, Beaver College of Health Sciences, Appalachian State University, 1179 State Farm Rd, Boone, NC, 28607, USA.
- College of Health Sciences, Midwestern University, Downers Grove, USA.
| | - Ethan J Wash
- College of Health Sciences, Midwestern University, Downers Grove, USA
| | - Ashley R McMillon
- College of Health Sciences, Midwestern University, Downers Grove, USA
| | - Arianna N LaCroix
- Department of Speech, Language, and Hearing Sciences, College of Health and Human Sciences, Purdue University, West Lafayette, USA
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Khojasteh L, Karimian Z, Farahmandi AY, Nasiri E, Salehi N. E-content development of English language courses during COVID-19: a comprehensive analysis of students’ satisfaction. JOURNAL OF COMPUTERS IN EDUCATION 2023; 10:107-133. [PMCID: PMC8956454 DOI: 10.1007/s40692-022-00224-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Revised: 02/07/2022] [Accepted: 02/17/2022] [Indexed: 10/05/2023]
Abstract
There was a sudden switch to online learning approaches because of the COVID-19 pandemic. Universities were under pressure to provide a variety of e-learning designs during a short time, impacting the quality of the learning. This study tended to evaluate the quality of e-content development related to English language courses by Shiraz University of Medical Sciences (SUMS) faculties. The survey was conducted on 610 undergraduate students of SUMS who had an English course in the first semester which was during the same time that the pandemic started. A self-devised questionnaire including 30 items in five main domains: physical design, affective design, cognitive design (e-content organization and multimedia principles), flexibility, and ease of use was used to achieve students’ satisfaction around the quality of the e-content developed by their teachers. Data were analyzed using SPSS 22 via one-sample t -test, Independent t -test, and ANOVA. Despite the limitations of e-content development by teachers, students had a satisfactory perception overall. Among the dimensions of e-content quality, physical design, cognitive design, ease of use, and flexibility had a score higher than the cut-off point but the score of the affective design was less. In addition, the differences were significant concerning age, gender, degree, type of digital device, and the faculties. It seems that in the situation of pandemics and lack of access to students, faculty members in terms of structural and cognitive dimensions have been able to develop satisfactory e-content in a short and intensive time, but it is necessary to be motivating, interactive, and up-to-date.
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Affiliation(s)
- Laleh Khojasteh
- Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Zahra Karimian
- Department of e-Learning in Medical Sciences, Virtual School and Center of Excellence in E-Learning, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Amir Yousef Farahmandi
- Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Elham Nasiri
- Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Nasim Salehi
- Faculty of Health, Southern Cross University, Gold Coast, QLD Australia
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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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Asynchronous Environment Assessment: A Pertinent Option for Medical and Allied Health Profession Education During the COVID-19 Pandemic. EDUCATION SCIENCES 2020. [DOI: 10.3390/educsci10120352] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
The emergence and global spread of COVID-19 has disrupted the traditional mechanisms of education throughout the world. Institutions of learning were caught unprepared and this jeopardised the face-to-face method of curriculum delivery and assessment. Teaching institutions have shifted to an asynchronous mode whilst attempting to preserve the principles of integrity, equity, inclusiveness, fairness, ethics, and safety. A framework of assessment that enables educators to utilise appropriate methods in measuring a student’s progress is crucial for the success of teaching and learning, especially in health education that demands high standards and comprises consistent scientific content. Within such a framework, this paper aims to present a narrative review of the currently utilised methods of assessment in health education and recommend selected modalities that could be administered in an asynchronous mode during the COVID-19 pandemic. Assessment methods such as open-ended short answer questions, problem-based questions, oral exams, and recorded objective structured clinical exams (OSCE) would be appropriate for use in an asynchronous environment to assess the knowledge and competence of health professional students during COVID-19. Fairness and integrity can be ensured by using technological tools such as video and audio recording surveillance.
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Sheehan AH, Sprunger TL, Viswesh V, Gettig JP, Boyle J. The Current Landscape of College-Sponsored Postgraduate Teaching and Learning Curriculum Programs. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe7803. [PMID: 32773833 PMCID: PMC7405296 DOI: 10.5688/ajpe7803] [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: 08/08/2019] [Accepted: 10/18/2019] [Indexed: 06/11/2023]
Abstract
Objective. To describe the landscape of teaching and learning curriculum (TLC) programs sponsored by US schools and colleges of pharmacy and evaluate their adoption of best practice recommendations. Methods. A 28-item electronic survey instrument was developed based on best practice recommendations published by the American Association of Colleges of Pharmacy (AACP), American Society of Health-System Pharmacists (ASHP), and American College of Clinical Pharmacy (ACCP) for the conduct of TLC programs. The survey instrument was electronically distributed to 137 accredited colleges and schools of pharmacy in the United States. Results. Eighty-eight institutions responded, resulting in a response rate of 64%. Sixty-one TLC programs were included in the final analysis. Seventy-five percent of TLC programs reported using best practice recommendations; however, 10% of respondents indicated they were not aware of the published recommendations. Inconsistencies among programs were noted in required teaching experiences, participant evaluation, and ongoing programmatic assessment. Conclusion. Most institutions offering TLC programs are aware of published best practice guidelines and have adopted a majority of the published best practices. However, considerable variability exists across the country. Development of a formal external validation process for TLC programs is necessary to ensure consistent quality.
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Affiliation(s)
| | - Tracy L. Sprunger
- Butler College of Pharmacy and Health Sciences, Indianapolis, Indiana
| | | | - Jacob P. Gettig
- Midwestern University Chicago College of Pharmacy, Downers Grove, Illinois
| | - Jaclyn Boyle
- Northeast Ohio Medical University, Rootstown, Ohio
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Fenn NE, Sprunger T, Gonzalvo JD, Isaacs AN, Sheehan AH, Ramsey DC, Beckett RD. Global collaboration to deliver a live pharmacy teaching and learning curriculum. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:307-312. [PMID: 32273068 DOI: 10.1016/j.cptl.2019.12.011] [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: 03/08/2019] [Revised: 09/16/2019] [Accepted: 12/04/2019] [Indexed: 06/11/2023]
Abstract
BACKGROUND AND PURPOSE The Indiana Pharmacy Teaching Certificate Program (IPTeC) offered a live, two-day conference to pharmacy residents, fellows, and preceptors in Indiana, while simultaneously live-streaming to participants in Doha, Qatar. Participants engaged in longitudinal activities for a one-year period. The purpose is to evaluate this pilot extension of a teaching and learning curriculum (TLC) to experienced preceptors in a global partnership and determine whether global and local participants perceive similar quality of programming. EDUCATIONAL ACTIVITY AND SETTING Upon completion of the two-day conference, all pharmacists from two years of the program were encouraged to complete the standard course evaluations, consisting of nine items, in order to obtain continuing education (CE) credit. Evaluations of the program were analyzed by location cohort. FINDINGS A total of 206 eligible pharmacists attended the program, with 154 completing the course evaluations (response rate 75%). "Good" or "outstanding" median ratings were given to each learning objective by both location cohorts, with domestic participants more likely to give "outstanding" ratings (6/9 items versus 0/9 items). SUMMARY This pilot extension was successful in providing educational content satisfying learning objectives from the perspective of domestic participants and remote participants in Qatar. This type of global collaboration can meet the needs of trainees and experienced preceptors to advance pharmacy education and training.
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Affiliation(s)
- Norman E Fenn
- The University of Texas at Tyler, Ben and Maytee Fisch College of Pharmacy, United States; Purdue University College of Pharmacy, United States
| | - Tracy Sprunger
- Butler University College of Pharmacy and Health Sciences, United States
| | - Jasmine D Gonzalvo
- Purdue University College of Pharmacy, United States; Ambulatory Care, Eskenazi Health, United States
| | - Alex N Isaacs
- Purdue University College of Pharmacy, United States
| | - Amy H Sheehan
- Purdue University College of Pharmacy, United States; Indiana University Health, United States
| | - Darin C Ramsey
- Butler University College of Pharmacy and Health Sciences, United States
| | - Robert D Beckett
- Manchester University College of Pharmacy, Natural and Health Sciences, 10627 Diebold Rd, Fort Wayne, IN 46845, United States.
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Poirier TI, Fryman K, Newman K, Studnicki K. PharmD graduates' perceptions of the impact of a teaching specialization. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:678-685. [PMID: 31227090 DOI: 10.1016/j.cptl.2019.03.003] [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: 11/07/2018] [Revised: 02/06/2019] [Accepted: 03/11/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION The purpose of this study was to evaluate graduates' perceptions of the impact of a teaching (education) specialization and identify aspects of the specialization that could be enhanced. METHODS A 20-item online survey was emailed to graduates of the education specialization at Southern Illinois University Edwardsville School of Pharmacy. Data was analyzed using descriptive statistics. Regression analysis was used to examine (1) association between overall self-rated competence on abilities and skills as a teacher and the number of types of teaching experiences and (2) association between overall self-rated competence on abilities and skills as a teacher and history of holding a faculty position. Chi square was used to determine differences between the two cohorts in confidence areas. RESULTS Fifty-six out of 69 alumni (81.2%) responded to the survey. Graduates reported high levels of confidence in most teaching abilities. There was a high level of agreement that the specialization enhanced motivation to teach. Regression analysis indicated statistically significant associations between self-rated competence on abilities and skills across a variety of teaching experiences (e.g., classroom lecturing, precepting, continuing education, staff training, lab instruction, facilitating small groups) and history of faculty employment. Enhanced skills in experiential education and teaching outside of academia were identified as further areas for development. CONCLUSION The education specialization offered at Southern Illinois University Edwardsville School of Pharmacy may be an alternative entry level PharmD pathway for stimulating interest in academia. The majority of graduates agreed that they have applied the knowledge and skills to their careers.
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Affiliation(s)
- Therese I Poirier
- Southern Illinois University Edwardsville School of Pharmacy, 200 UP, Edwardsville, IL 62025, United States.
| | - Katelyn Fryman
- Southern Illinois University Edwardsville, Edwardsville, IL 62025, United States
| | - Kate Newman
- Southern Illinois University Edwardsville School of Pharmacy, Edwardsville, IL 62025, United States.
| | - Kerry Studnicki
- Southern Illinois University Edwardsville School of Dental Medicine, Alton, IL 62002, United States.
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Kleppinger EL, Helms KL, Ford CR, Chung A, Donaldson AR. Evolution and expansion of a resident teaching and learning program sponsored by a school of pharmacy. Am J Health Syst Pharm 2018; 75:1478-1485. [DOI: 10.2146/ajhp170876] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Affiliation(s)
- Erika L. Kleppinger
- Department of Pharmacy Practice, Auburn University Harrison School of Pharmacy, Auburn, AL
| | - Kristen L. Helms
- Department of Pharmacy Practice, Auburn University Harrison School of Pharmacy, Auburn, AL
| | - Channing R. Ford
- Office of Teaching, Learning, and Assessment, Auburn University Harrison School of Pharmacy, Auburn, AL
| | - Allison Chung
- Department of Pharmacy Practice, Auburn University Harrison School of Pharmacy, Auburn, AL
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Jarrett JB, Sairenji T, Klatt PM, Wilson SA. An innovative, residency-based, interprofessional faculty development program. Am J Health Syst Pharm 2017; 74:402-408. [DOI: 10.2146/ajhp160106] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Affiliation(s)
- Jennie B. Jarrett
- Department of Pharmacy Practice, University of Illinois at Chicago, Chicago, IL
| | - Tomoko Sairenji
- Department of Family Medicine, University of Washington, Seattle, WA
| | | | - Stephen A. Wilson
- Department of Family Medicine, University of Pittsburgh, Pittsburgh, PA
- UPMC St. Margaret, Pittsburgh, PA
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Haines SL, Dy-Boarman EA, Clifford KM, Summa MA, Willson MN, Boyle JA, Peeters MJ. Methods Used by Colleges and Schools of Pharmacy to Prepare Student Pharmacists for Careers in Academia. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2017; 81:6. [PMID: 28289296 PMCID: PMC5339592 DOI: 10.5688/ajpe8116] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2015] [Accepted: 11/10/2015] [Indexed: 05/12/2023]
Abstract
Objective. To identify the methods used by US colleges and schools of pharmacy to prepare student pharmacists for academic careers. Method. An 18-item survey instrument was developed and distributed to US colleges and schools of pharmacy. Representatives were asked about faculty responsibilities, experiences in academia currently offered to student pharmacists, and representatives' perception of their student pharmacists' preparedness for careers in academia, including barriers in current programming. Results. Representatives from 96 colleges/schools responded. The vast majority (96%) provided academia-focused advanced pharmacy practice experiences (APPEs), 40% provided didactic coursework in academia, 28% offered a longitudinal research track, and 42% offered academia-focused independent studies. Teaching methods and creating learning objectives were the most common pedagogical content, while assessment activities were diverse. Time was the most prevalent barrier to providing training for academic careers; however, degree of student pharmacist interest, faculty inexperience, and lack of leadership support were also commonly reported. Conclusions: Colleges and schools of pharmacy vary in the extent to which they prepare student pharmacists for careers in academia. Advanced pharmacy practice experiences were the most common method of training offered. Standardization of training for academia may better promote this career path to student pharmacists.
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Baia P, Strang AF. Pharmacy Educator Motives to Pursue Pedagogical Knowledge. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:132. [PMID: 27899828 PMCID: PMC5116784 DOI: 10.5688/ajpe808132] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2015] [Accepted: 12/09/2015] [Indexed: 05/26/2023]
Abstract
Objective. To investigate motives of pharmacy educators who pursue pedagogical knowledge through professional development programs and to develop a model of motivation to inform future development. Methods. A mixed-methods approach was used to study both qualitative and quantitative data. Written narratives, postmodule quizzes, and survey data were collected during a 5-year period (2010-2014) from pharmacy educators who participated in an online professional development program titled Helping Educators Learn Pedagogy (HELP). Grounded theory was used to create a model of motivation for why pharmacy educators might pursue pedagogical knowledge. Results. Participants reported being driven intrinsically by a passion for their own learning (self-centered motivation) and by the need to improve student learning (student-centered motivation) and extrinsically by program design, funding, and administrator encouragement. Conclusion. A new model of pharmacy educator motivation to pursue pedagogy knowledge, Pedagogical Knowledge Acquisition Theory (PKAT), emerged as a blended intrinsic and extrinsic model, which may have value in developing future professional development programs.
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Affiliation(s)
- Patricia Baia
- Albany College of Pharmacy and Health Sciences, Albany, New York
| | - Aimee F Strang
- Albany College of Pharmacy and Health Sciences, Albany, New York
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Strang AF, Baia P. An Investigation of Teaching and Learning Programs in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:59. [PMID: 27293226 PMCID: PMC4891857 DOI: 10.5688/ajpe80459] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2015] [Accepted: 06/01/2015] [Indexed: 05/15/2023]
Abstract
Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members.
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Affiliation(s)
- Aimee F. Strang
- School of Pharmacy and Pharmaceutical Sciences, Albany College of Pharmacy and Health Sciences, Albany, New York
| | - Patricia Baia
- School of Arts and Sciences, Albany College of Pharmacy and Health Sciences, Albany, New York
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