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Recognition of teaching excellence.
Dana Hammer1, Peggy Piascik, Melissa Medina
1University of Washington School of Pharmacy, Seattle, WA 98195-7630, USA. dphammer@uw.edu
American Journal of Pharmaceutical Education
|February 9, 2011
Summary
This task force explored best practices for recognizing teaching excellence in pharmacy education. It provides guidance on defining, assessing, and rewarding outstanding teaching to enhance academic programs.
Area of Science:
- Pharmacy Education
- Academic Recognition Programs
Background:
- The American Association of Colleges of Pharmacy (AACP) Council of Faculties Leadership convened a task force to address teaching excellence.
- Existing methods for recognizing and rewarding teaching excellence in pharmacy schools were examined.
Purpose of the Study:
- To collect best practices for teaching excellence from pharmacy colleges and schools.
- To identify evidence-based criteria for excellent teaching through literature evaluation.
- To recommend methods for acknowledging and rewarding teaching excellence.
Main Methods:
- Literature review to identify evidence-based criteria for effective teaching.
- Collection of best practices from colleges and schools of pharmacy.
- Analysis of various assessment methods including student, alumni, peer, and self-assessment.
Main Results:
- Defined teaching excellence and outlined diverse assessment strategies.
- Identified key considerations for establishing recognition programs: purpose, criteria, award structure, and selection processes.
- Highlighted the importance of aligning recognition programs with institutional goals.
Conclusions:
- Pharmacy institutions need clear criteria and robust processes for recognizing teaching excellence.
- Recommendations are provided for establishing and refining teaching award programs within pharmacy education.
- Effective recognition programs can foster a culture that values and supports high-quality teaching.
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