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A Review of Performance Evaluation Paradigms Involving Practice Faculty.

Federico Facciolo¹, Amy L Pittenger¹

¹University of Minnesota College of Pharmacy, Minneapolis, MN, USA.

American Journal of Pharmaceutical Education

|September 21, 2024

Summary

This summary is machine-generated.

Practice faculty evaluations are often vague and inconsistent, leading to job dissatisfaction and turnover. Developing equitable systems is crucial for recognizing diverse contributions in pharmacy education.

Keywords:

Faculty development Performance evaluations Practice faculty Promotion Tenure

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Area of Science:

Pharmacy Education
Faculty Development
Academic Administration

Background:

Practice faculty are vital for training future pharmacists.
Current evaluation systems for practice faculty are often ill-defined and inconsistent.
Existing performance evaluations frequently misalign with faculty responsibilities.

Purpose of the Study:

To identify and summarize literature on practice faculty evaluations.
To provide recommendations for creating equitable evaluation systems.
To ensure diverse contributions across practice, teaching, research, and service are valued.

Main Methods:

Literature review and synthesis.
Analysis of existing evaluation practices in pharmacy schools.
Identification of common challenges and best practices.

Main Results:

Practice contributions are evaluated inconsistently; only half of pharmacy schools have written policies.
Teaching evaluations primarily focus on didactic instruction.
Research evaluations are misaligned with job descriptions and overemphasize grants and publications.
Service contributions are often overlooked and difficult to measure.
Dissatisfaction with evaluations impacts productivity, retention, and burnout.

Conclusions:

Vague and inconsistent performance evaluation criteria for practice faculty create unclear expectations.
Job dissatisfaction and turnover are significant consequences of current evaluation systems.
Addressing these long-standing challenges is essential for the pharmacy academy.