An Investigation of Teaching and Learning Programs in Pharmacy Education

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. Medline and ERIC databases were searched for studies on teaching development programs published...

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Bibliographic Details
Published in:American journal of pharmaceutical education 2016-05, Vol.80 (4), p.59-59, Article 59
Main Authors: Strang, Aimee F., Baia, Patricia
Format: Article
Language:English
Subjects:
Clinical trials
Education, Pharmacy - methods
Education, Pharmacy - trends
Educational research
Evaluation
faculty development
Faculty, Pharmacy - education
Humans
Methods
Pharmaceutical education
Pharmacists - trends
Pharmacy Residencies - methods
Pharmacy Residencies - trends
Professional Role
residency teaching programs
Teaching - education
Teaching - trends
Teaching and learning
teaching certificate programs
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Summary: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. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. 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. 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.
ISSN:0002-9459
1553-6467
DOI:10.5688/ajpe80459