An Asynchronous Learning Approach for the Instructional Component of a Dual-Campus Pharmacy Resident Teaching Program

To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination o...

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Bibliographic Details
Published in:American journal of pharmaceutical education 2015-02, Vol.79 (2), p.1
Main Authors: Garrison, Gina Daubney, Baia, Patricia, Canning, Jacquelyn E, Strang, Aimee F
Format: Article
Language:English
Subjects:
Behavioral Objectives
Distance learning
Education
Educational Environment
Educational Theories
Educational theory
Feedback
Instructional design
Learning management systems
Objectives
Pedagogical Content Knowledge
Pedagogy
Pharmacy
Professional development
School environment
Seminars
Teacher Certification
Teaching methods
Teaching Skills
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Summary:To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination of the learning environment. Asynchronous online learning replaced distance technology or lecture capture. Using a pedagogical content knowledge framework, residents participated in self-paced online learning using faculty recordings, readings, and discussion board activities. A learning management system was used to assess achievement of learning objectives and participation prior to progressing to the teaching experiences component of the teaching program (Part II). Evaluation of resident pedagogical knowledge development and participation in Part I of the teaching program was achieved through the learning management system. Participant surveys and written reflections showed general satisfaction with the online learning environment. Future considerations include addition of a live orientation session and increased faculty presence in the online learning environment. An online approach framed by educational theory can be an effective way to provide pedagogy instruction within a teaching program.
ISSN:0002-9459
1553-6467