An Investigation of Teaching and Learning Programs in Pharmacy Education.
Objective. 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. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. Results. 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. Conclusion. 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.
School of Pharmacy and Pharmaceutical Sciences, Albany College of Pharmacy and Health Sciences, Albany, New York.
Aimee F
AF
Strang
School of Arts and Sciences, Albany College of Pharmacy and Health Sciences, Albany, New York.
Patricia
P
Baia
D004512:Education, Pharmacy / Q000379:methods* / Q000639:trends; D000071216:Faculty, Pharmacy / Q000193:education*; D006801:Humans; D010595:Pharmacists / Q000639:trends; D064172:Pharmacy Residencies / Q000379:methods* / Q000639:trends; D024382:Professional Role; D013663:Teaching / Q000193:education* / Q000639:trends
Teaching and learning; faculty development; residency teaching programs; teaching certificate programs