A peer review process for classroom teaching.

OBJECTIVE: Describe the planning, implementation, and faculty perceptions of a classroom peer-review process, including an evaluation tool. DESIGN: A process for peer evaluation of classroom teaching and its evaluation tool were developed and implemented by a volunteer faculty committee within our department. At the end of the year, all faculty members were asked to complete an online anonymous survey to evaluate the experience. ASSESSMENT: The majority of faculty members either agreed or strongly agreed that the overall evaluation process was beneficial for both evaluators and for those being evaluated. Some areas of improvement related to the process and its evaluation tool also were identified. SUMMARY: The process of developing and implementing a peer-evaluation process for classroom teaching was found to be beneficial for faculty members, and the survey results affirmed the need and continuation of such a process.

First-year residency candidates' experience in various areas of pharmacy practice.

OBJECTIVE: To determine the extent of experience or exposure pharmacy residency candidates had in various areas of hospital pharmacy practice and to identify any candidate-specific variables that correlated with a larger extent of experience. METHODS: Over a 3-year period, a self-assessment survey instrument was administered to 116 postgraduate first-year (PGY1) pharmacy practice residency candidates to evaluate their extent of experience within various areas of hospital pharmacy practice such as patient care activities, drug information, and drug distribution/control. RESULTS: The residency candidates reported the greatest amount of experience in patient counseling, working with pharmacy databases, taking medication histories, pharmacokinetics, and outpatient dispensing procedures. They had less experience with medical emergencies, parenteral nutrition, and intravenous admixture techniques. Overall, there was no correlation between class rank, advanced pharmacy practice experiences, geographic region, or year of interview and the extent of candidates' experience in any specific area of pharmacy. CONCLUSION: PGY1 residency candidates in this sample reported minimal experience in areas necessary for hospital pharmacy practice and this suggests possible deficiencies in the PharmD curriculum. PGY1 residency programs in acute care settings should recognize these educational deficits and assure that residents have exposure to and develop proficiency in critical areas such as medical emergencies, parenteral nutrition, and intravenous admixture techniques.