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Establishing a successful teaching assistant program in pharmacy skills laboratory courses
Heidi N Anksorus1, Courtney L Bradley2, Andrea L Porter3
1University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, NC, United States.
Currents in Pharmacy Teaching & Learning
|June 23, 2019
Summary
Pharmacy and graduate student teaching assistants (TAs) can address faculty shortages in laboratory courses. Implementing a structured TA program benefits faculty, students, and TAs, enhancing active learning and skills assessments.
Area of Science:
- Pharmacy Education
- Laboratory Instruction
- Pedagogy
Background:
- Laboratory courses demand significant faculty resources for active learning and skills assessments.
- Faculty manpower limitations can hinder effective laboratory course facilitation.
Purpose of the Study:
- To explore the utilization of pharmacy and graduate student/resident teaching assistants (TAs) in laboratory-based courses.
- To provide guidance on recruiting, training, and evaluating TAs.
- To highlight the benefits of TAs for faculty, students, and TAs themselves.
Main Methods:
- Discussion of recruitment, training, and evaluation strategies for TAs.
- Sharing lessons learned from five pharmacy schools utilizing TAs.
- Analysis of benefits across stakeholder groups.
Main Results:
- Student and resident TAs can effectively supplement faculty in laboratory settings.
- Formalized TA programs offer advantages for faculty workload and student learning.
- TAs gain valuable teaching and professional development experience.
Conclusions:
- Pharmacy schools should establish formal processes for integrating TAs into laboratory courses.
- This approach is particularly valuable in addressing faculty manpower constraints.
- Implementing TA programs enhances the overall laboratory educational experience.
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