An Investigation of Teaching and Learning Programs in Pharmacy Education

Area of Science:

• Pharmacy Education
• Faculty Development
• Pedagogical Research

Background:

• Pharmacy education research increasingly focuses on faculty and resident development.
• Understanding the landscape of existing teaching and learning development programs is crucial for advancing pharmacy education.

Purpose of the Study:

• To systematically review and synthesize published literature on pharmacy teaching and learning development programs.
• To examine the efficacy and outcomes reported for these programs.
• To identify gaps and future research directions in pharmacy faculty development.

Main Methods:

• A comprehensive literature search was conducted using Medline and ERIC databases.
• Studies published between 2001 and 2015 focusing on pharmacy teaching development programs were included.
• Data synthesis involved examining program structure, content, and reported outcomes.

Main Results:

• Nineteen publications detailing 21 programs were analyzed; most focused on resident training (20/21).
• Programs typically lasted one year, covering teaching methodologies and assessment, with most including experiential learning.
• Outcome data, primarily satisfaction and self-perceived improvement, were reported in 13 publications.

Conclusions:

• Current literature emphasizes resident training over faculty development in pharmacy education.
• Existing programs are highly regarded, but robust data demonstrating improved teaching efficacy is scarce.
• Future research should prioritize measuring program outcomes and documenting faculty teaching development.