OBJECTIVES: To examine teaching experiences in residency programs accredited by the American Society of Health-System Pharmacists (ASHP) and how they relate to career choices of residents. METHODS: An online survey instrument was developed that asked former residents about the type of teaching experiences they completed during their residency and the effect of these experiences on the decision to pursue an academic career. Our target population was pharmacists completing accredited residencies from 2003-2006. RESULTS: Four hundred fifty-five (11% of the target population) pharmacists who had completed a residency responded. Former residents who completed 2 years of postgraduate training were significantly more likely to participate in all teaching experiences identified by this survey (p < 0.008). Former residents in college- or school-affiliated programs were significantly more likely to participate in all of the teaching experiences identified (p < 0.003). Former residents who went on to take a faculty position were more likely to have given lectures, participated in problem-based learning (PBL) or small group seminars (SGS), and served as a primary preceptor (p < 0.008) during their residency. CONCLUSIONS: Residents who eventually became faculty members were more likely to have acquired training and experience in teaching during their residency programs.
OBJECTIVES: To examine teaching experiences in residency programs accredited by the American Society of Health-System Pharmacists (ASHP) and how they relate to career choices of residents. METHODS: An online survey instrument was developed that asked former residents about the type of teaching experiences they completed during their residency and the effect of these experiences on the decision to pursue an academic career. Our target population was pharmacists completing accredited residencies from 2003-2006. RESULTS: Four hundred fifty-five (11% of the target population) pharmacists who had completed a residency responded. Former residents who completed 2 years of postgraduate training were significantly more likely to participate in all teaching experiences identified by this survey (p < 0.008). Former residents in college- or school-affiliated programs were significantly more likely to participate in all of the teaching experiences identified (p < 0.003). Former residents who went on to take a faculty position were more likely to have given lectures, participated in problem-based learning (PBL) or small group seminars (SGS), and served as a primary preceptor (p < 0.008) during their residency. CONCLUSIONS: Residents who eventually became faculty members were more likely to have acquired training and experience in teaching during their residency programs.
Keywords:
pharmacy faculty shortage; residency training; scholarship of teaching and learning certificate (STLC) program; teaching experience
Authors: Caroline A Gaither; David D Allen; Douglas C Anderson; W Greg Leader; Laura A Morgan; Stanley S Weber; Jennifer S Williams; Arlene A Flynn Journal: Am J Pharm Educ Date: 2009 Impact factor: 2.047