Perceived Value of Teaching and Learning Curriculum Programs Among Pharmacy Practice Department Chairs

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.

Global collaboration to deliver a live pharmacy teaching and learning curriculum

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.

Preceptor perceptions of block scheduling and institutional track programs to prepare APPE students for residency or hospital careers

INTRODUCTION

Butler University College of Pharmacy and Health Sciences (BUCOPHS) and Purdue University College of Pharmacy (PUCOP) created Block Scheduling and Institutional Track programs with the goal of better preparing students interested in pursuing postgraduate residency and/or a career in institutional practice. While informal feedback has been positive from both students and preceptors, more formalized feedback was sought. The objective of this study was to determine whether preceptors perceived additional benefits in precepting students selected through Block Scheduling and Institutional Track programs compared to students scheduled on rotations through a traditional preference or optimization process.

METHODS

A 12-item electronic survey instrument was sent to BUCOPHS and PUCOP preceptors who had precepted block-scheduled and/or institutional track students in the 2014-15 and 2015-16 academic years.

RESULTS

The majority of preceptors (71.4%) felt that the time they spent orienting block and institutional track students was less or significantly less when compared to orienting traditionally scheduled students. Seventy-three percent (73.2%) of preceptors reported that block-scheduled and institutional track students were more or significantly more prepared for residency positions than traditional students. The majority of preceptors (93%) indicated they would recommend block scheduling or an institutional track to other practice sites. Reported benefits to the preceptor included additional time to dedicate to patient care, additional time to complete projects and initiatives for the pharmacy department, and publishable research produced from student projects mentored.

CONCLUSION

Preceptors perceived benefits in precepting block-scheduled and institutional track students compared to traditionally scheduled rotation students.