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Silos to synergy: Developing collaborative scholarship theme teams for pharmacy faculty.

Kelsey D Frederick1, Amie R Throneberry1, Elizabeth S Yett2

  • 1Department of Clinical Pharmacy and Translational Science, The University of Tennessee Health Science Center College of Pharmacy, 301 S Perimeter Park Drive, Suite 220, Nashville, TN 37211, USA.

Currents in Pharmacy Teaching & Learning
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Summary

A Teaching, Learning, and Student Success (TLSS) Theme Team, a type of Community of Practice (CoP), fostered faculty collaboration and scholarship of teaching and learning (SoTL) in pharmacy education. This model proved feasible, scalable, and cost-effective for faculty development.

Keywords:
Community of practiceFacultyScholarshipSoTLTheme team

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Area of Science:

  • Pharmacy Education
  • Faculty Development
  • Scholarship of Teaching and Learning (SoTL)

Background:

  • Communities of Practice (CoPs) are vital for faculty collaboration and professional growth in higher education.
  • The University of Tennessee Health Science Center College of Pharmacy established a specific CoP, the TLSS Theme Team, to enhance teaching and educational scholarship.
  • The TLSS Theme Team aimed to improve interdepartmental collaboration, mentor junior faculty, and align SoTL with institutional goals.

Purpose of the Study:

  • To describe the design, implementation, and evolution of the TLSS Theme Team, a context-specific CoP.
  • To evaluate the effectiveness of the CoP model in fostering faculty collaboration and SoTL within pharmacy education.
  • To present a feasible and scalable framework for other institutions to enhance faculty development and teaching excellence.

Main Methods:

  • The TLSS Theme Team was structured around CoP constructs: domain, community, and practice.
  • Key features included voluntary membership, rotating leadership, and modest institutional funding.
  • Activities comprised quarterly meetings, annual retreats, and internal seed grants to promote engagement and productivity.

Main Results:

  • The implementation of the theme team led to increased cross-disciplinary collaboration and new joint projects.
  • A significant increase in scholarly publications was observed over a five-year period.
  • Participants reported enhanced educational research skills and improved scholarly dissemination.

Conclusions:

  • The TLSS Theme Team model is a feasible, scalable, and cost-effective approach to fostering SoTL and faculty development in pharmacy education.
  • This CoP framework can be adapted by other institutions to strengthen scholarly collaboration and build cultures of teaching excellence.
  • Aligning faculty development with institutional goals and accreditation requirements is achievable through such collaborative models.