Post-Graduate Training Teaching Certification
Department of Pharmacy Practice and Pharmacy Administration
Philadelphia College of Pharmacy
University of the Sciences in Philadelphia
The goal of the program is to provide formalized training in teaching and opportunities to discuss contemporary issues in pharmacy education for trainees (residents and fellows) in the Department of Pharmacy Practice and Pharmacy Administration (DOPPA).
| Certificate: |
the Department of Pharmacy Practice and Pharmacy Administration will award a teaching certificate after the completion of the requirements. |
| Length of the program: |
12-24 months to coincide with post-graduate training |
| Eligibility: |
All post-graduate trainees are required to participate (unless such a program has been completed as part of their prior training). Graduate students in the DOPPA would also have the option to participate. |
Requirements:
All participants are required to complete the following tasks:
- Teaching pedagogy theories of learning
- What is learning-centered teaching?
- What is the purpose of a teaching portfolio and how do I prepare one?
- Write a Teaching Philosophy statement
- Complete a teaching portfolio
- Course design: teaching by objectives, how to prepare handouts and develop a course syllabus
- Academic integrity: Review of USP Conduct Policy
- Organizing an effective advanced pharmacy practice experience
- How to evaluate a student on an advanced pharmacy practice experience
- How to motivate your clerkship students
- Student professionalization and incivility issues: in the classroom and on APPEs
- How to be an effective small group facilitator
- Small group didactic teaching (1 or more semesters depending on residency progam; PGY1 Pharmacy will teach 1)
- Active learning in lectures/facilitating learning in large groups
- Peer review of teaching: attend a large group lecture of a faculty member and provide feedback (form)
- Write learning objectives for a large group lecture to PharmD students (discussion of Bloom's taxonomy)
- Presentation design, audience considerations, group dynamics and media selection
- Create a handout for use during large group lecture
- Give a large group didactic lecture to PharmD students
- How to write test questions and interpret test question statistics
- Write test questions based upon your large group lecture
- Complete self-evaluation of large group teaching
- Receive feedback on large group teaching from faculty mentor
- What are Introductory Pharmacy Practice Experiences and how are they taught?
- Discussion of faculty role, including tenure versus non-tenure track positions
- The process for getting a program accredited for pharmacy CE (ACPE)
- Writing CE program objectives and self-assessment questions
- Create a PowerPoint presentation for a CE program
- Present an ACPE accredited continuing education program
- Review of participant and mentor evaluations of CE program
- Review of student evaluations of APPE precepting
- Review of student evaluations of large group didactic teaching
- Review of student evaluations of small group didactic teaching
- Table Talk #1-#4 (Resident's choice of programs offered within DOPPA, USP or national meetings attended on a teaching topic)
Topic Discussions:
Each trainee will be responsible for coordinating one or more group of topic discussions, i.e., #1, 2, etc. He/she will be responsible for scheduling a date, time and location with the corresponding facilitator(s), designated in parenthesis, for each topic set. More than one topic can be discussed at each meeting.
- Teaching pedagogy theories of learning
- What is learning-centered teaching?
- What is the purpose of a teaching portfolio and how do I prepare one?
- How to write a Teaching Philosophy statement
- Course design: teaching by objectives, how to prepare handouts and develop a course syllabus
- How to be an effective small group facilitator
- Organizing an effective advanced pharmacy practice experience
- Evaluating a student on an advanced pharmacy practice experience
- Academic integrity
- How to motivate your students
- Presentation design, audience considerations, group dynamics and media
- Effective methods for teaching in a large group
- Active learning in lectures/facilitating learning in large groups
- How to write test questions and interpret test question statistics
- Assembling a curriculum vitae
- Intellectual property and copyright issues
- Collaboration and co-authorship
- Discussion of faculty role, including tenure versus non-tenure track positions
- Review of continuing education program topic and submission of objectives
- Why do I need a mentor? How to find a mentor in your new job
- Contemporary issues in pharmacy education
- Review of student evaluations of clerkship precepting
- Review of student evaluations of didactic teaching
- Student professionalization and civility issues in the classroom
There is some flexibility in the trainee participating in the group discussions due to scheduling conflicts. However, in the event that the trainee misses the group discussion, individual discussion should be arranged with either the facilitator or the Residency and Fellowship Program Coordinator.