title: Guidelines for resident teaching experiences.
abstract: Postgraduate year one (PGY1) and postgraduate year two (PGY2) residencies serve to develop pharmacists into skillful clinicians who provide advanced patient-centered care in various general and specialized areas of pharmacy practice. Pharmacy residencies are a minimum requirement for many clinical pharmacy positions, as well as for positions in academia. The role of clinical pharmacists typically includes teaching, regardless of whether they pursue an academic appointment. Common teaching duties of pharmacist-clinicians include giving continuing education or other invited presentations, providing education to colleagues regarding clinical initiatives, precepting pharmacy students (early and advanced experiences) and residents, and educating other health care professionals. Although ASHP provides accreditation standards for PGY1 and PGY2 residencies, the standards pertaining to teaching or education training are vague. Through the years, teaching certificate programs that develop residents' teaching skills and better prepare residents for a diverse pharmacy job market have increased in popularity; moreover, teaching certificate programs serve as an attractive recruitment tool. However, the consistency of requirements for teaching certificate programs is lacking, and standardization is needed. The Task Force on Residencies developed two sets of guidelines to define teaching experiences within residencies. The first guideline defines the minimum standards for teaching experiences in any residency-training program. The second guideline is for programs offering a teaching certificate program to provide standardization, ensuring similar outcomes and quality on program completion. One of the main differences between the guidelines is the recommendation that residency programs offering a teaching certificate program be affiliated with an academic institution to provide the pedagogy and variety of teaching experiences for the resident. Residency program directors should consider adopting these guidelines to offer consistent teaching experiences. In addition, residents should inquire about the elements of teaching in a program as an aid to selecting the training best suited to their needs.
authors: American College of Clinical Pharmacy, Lenexa, Kansas, USA. accp@accp.com
authors: Dawn E
authors: DE
authors: Havrda
authors: Janet P
authors: JP
authors: Engle
authors: Keri C
authors: KC
authors: Anderson
authors: Shaunta' M
authors: SM
authors: Ray
authors: Seena L
authors: SL
authors: Haines
authors: Sandra L
authors: SL
authors: Kane-Gill
authors: Stephanie L
authors: SL
authors: Ballard
authors: Andrew J
authors: AJ
authors: Crannage
authors: Charmaine D
authors: CD
authors: Rochester
authors: Malinda G
authors: MG
authors: Parman
mesh_terms: D002568:Certification; D002983:Clinical Competence; D004514:Education, Pharmacy, Graduate / Q000379:methods*; D017408:Guidelines as Topic; D006801:Humans; D007397:Internship, Nonmedical; D018802:Patient-Centered Care / Q000458:organization & administration; D010595:Pharmacists / Q000458:organization & administration / Q000592:standards; D011361:Professional Competence; D013339:Students, Pharmacy; D013663:Teaching / Q000592:standards*
keywords: academia; education; pharmacy residency; postgraduate training; resident certification; resident teaching; teaching certificate