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Evaluation of a Teaching Assistant Program for Third-Year Pharmacy Students.

Courtney L Bradley1, Julia Khanova2, Kelly L Scolaro3

  • 1Fred Wilson School of Pharmacy, High Point University, High Point, North Carolina.

American Journal of Pharmaceutical Education
|January 17, 2017
PubMed
Summary
This summary is machine-generated.

A teaching assistant (TA) program significantly boosted pharmacy students' confidence in teaching abilities. However, faculty, student, and self-assessments showed no correlation, indicating diverse feedback is crucial.

Keywords:
pharmacy educationskills labteaching assistantsteaching evaluations

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Area of Science:

  • Pharmacy Education
  • Pedagogical Training
  • Medical Education

Background:

  • Pharmacy students often lack formal teaching experience.
  • Developing teaching skills is crucial for future educators and practitioners.
  • A structured teaching assistant (TA) program can provide practical pedagogical experience.

Purpose of the Study:

  • To evaluate the impact of a TA program on third-year pharmacy students' (PY3s) self-perceived teaching confidence.
  • To compare the correlation between faculty, student, and TA self-assessment methods.

Main Methods:

  • Twenty-one PY3 students were selected as TAs for a Pharmaceutical Care Laboratory course over two semesters.
  • Student confidence was measured using self-assessments at the program's start, midpoint, and conclusion.
  • Statistical analysis was performed to compare assessment scores and identify correlations.

Main Results:

  • TA participants reported a significant increase in overall teaching confidence (80.7% to 91.4%, p<0.001).
  • Significant differences were observed between faculty, student, and self-assessment scores across both semesters (p=0.027 in fall, p<0.001 in spring).
  • No significant correlation was found among the three different assessment methods.

Conclusions:

  • The TA program effectively enhanced pharmacy students' confidence in their teaching capabilities.
  • The lack of correlation across assessment methods underscores the value of incorporating multiple feedback forms for a comprehensive evaluation of teaching skills.