Eric A Wright1, Bonnie Brown2, Jacob Gettig2, Jay L Martello2, Katie S McClendon2, Kelly M Smith2, Janet Teeters2, Timothy R Ulbrich2, Nicole Wegrzyn2, Lynette R Bradley-Baker2. 1. Eric A. Wright, Pharm.D., BCPS, is Associate Professor, Nesbitt College of Pharmacy and Nursing, Wilkes University, Wilkes-Barre, PA. Bonnie Brown, Pharm.D., is Assistant Dean of Student Affairs, College of Pharmacy and Health Sciences, Butler University, Indianapolis, IN. Jacob Gettig, Pharm.D., M.P.H., BCPS, is Assistant Dean for Postgraduate Education and Associate Professor, Chicago College of Pharmacy, Midwestern University, Downers Grove, IL. Jay L. Martello, Pharm.D., BCPS, is Clinical Assistant Professor, School of Pharmacy, West Virginia University Morgantown. Katie S. McClendon, Pharm.D., BCPS, is Clinical Assistant Professor, School of Pharmacy, University of Mississippi, Jackson. Kelly M. Smith, Pharm.D., BCPS, FASHP, FCCP, is Associate Dean, Academic and Student Affairs, and Associate Professor, Pharmacy Practice and Science, College of Pharmacy, University of Kentucky, Lexington. Janet Teeters, M.S., is Director, Accreditation Services, American Society of Health-System Pharmacists, Bethesda, MD. Timothy R. Ulbrich, Pharm.D., is Director, Pharmacy Resident Education, and Assistant Professor of Pharmacy Practice, College of Pharmacy, Northeast Ohio Medical University, Rootstown. Nicole Wegrzyn, Pharm.D., is Assistant Professor, School of Pharmacy, Pacific University Hillsboro, OR. Lynette R. Bradley-Baker, B.S.Pharm., Ph.D., is Director, Professional Alliance Development, American Association of Colleges of Pharmacy, Alexandria, VA. eric.wright@wilkes.edu. 2. Eric A. Wright, Pharm.D., BCPS, is Associate Professor, Nesbitt College of Pharmacy and Nursing, Wilkes University, Wilkes-Barre, PA. Bonnie Brown, Pharm.D., is Assistant Dean of Student Affairs, College of Pharmacy and Health Sciences, Butler University, Indianapolis, IN. Jacob Gettig, Pharm.D., M.P.H., BCPS, is Assistant Dean for Postgraduate Education and Associate Professor, Chicago College of Pharmacy, Midwestern University, Downers Grove, IL. Jay L. Martello, Pharm.D., BCPS, is Clinical Assistant Professor, School of Pharmacy, West Virginia University Morgantown. Katie S. McClendon, Pharm.D., BCPS, is Clinical Assistant Professor, School of Pharmacy, University of Mississippi, Jackson. Kelly M. Smith, Pharm.D., BCPS, FASHP, FCCP, is Associate Dean, Academic and Student Affairs, and Associate Professor, Pharmacy Practice and Science, College of Pharmacy, University of Kentucky, Lexington. Janet Teeters, M.S., is Director, Accreditation Services, American Society of Health-System Pharmacists, Bethesda, MD. Timothy R. Ulbrich, Pharm.D., is Director, Pharmacy Resident Education, and Assistant Professor of Pharmacy Practice, College of Pharmacy, Northeast Ohio Medical University, Rootstown. Nicole Wegrzyn, Pharm.D., is Assistant Professor, School of Pharmacy, Pacific University Hillsboro, OR. Lynette R. Bradley-Baker, B.S.Pharm., Ph.D., is Director, Professional Alliance Development, American Association of Colleges of Pharmacy, Alexandria, VA.
Abstract
PURPOSE: Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. SUMMARY: Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. CONCLUSION: TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments.
PURPOSE: Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. SUMMARY: Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. CONCLUSION: TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments.
Authors: Seena L Haines; Eliza A Dy-Boarman; Kalin M Clifford; Maria A Summa; Megan N Willson; Jaclyn A Boyle; Michael J Peeters Journal: Am J Pharm Educ Date: 2017-02-25 Impact factor: 2.047