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1.
Curr Pharm Teach Learn ; 14(7): 811-816, 2022 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-35914840

RESUMO

INTRODUCTION: Pharmacist-led transitions of care (TOC) services have demonstrated a positive impact on patient care and professional pharmacy organizations recommend integration of TOC-related education into doctor of pharmacy (PharmD) curricula. The objective of this study is to determine the extent to which TOC is taught in United States (US) colleges and schools of pharmacy and to characterize the educational content and the instructional methods used. METHODS: An 18-question electronic survey about TOC education was sent to US school of pharmacy faculty. One survey response per school was requested. Schools with an accredited or candidate-status PharmD program were included and duplicate responses from schools were adjudicated and combined. RESULTS: The survey response rate was 54.6% (n = 77). Of the responding schools, 92.2% reported incorporating TOC content into their required didactic curriculum and 43.1% reported incorporating TOC content in their elective didactic curriculum. Of the 11 TOC-related topics included in the survey, 3 were covered universally in the required or elective didactic curricula of responding schools. Both lecture and active-learning pedagogies were used to teach TOC. Introductory pharmacy practice experiences and advanced pharmacy practice experiences that incorporate TOC were offered at 85.3% and 98.5% of schools, respectively. CONCLUSION: Most schools of pharmacy who responded to this survey included TOC-related content in their curricula. Research into best practices for educating students on this topic is needed to help ensure graduates are prepared to contribute to this area of practice.


Assuntos
Educação em Farmácia , Farmácia , Educação em Farmácia/métodos , Docentes de Farmácia , Humanos , Faculdades de Farmácia , Estados Unidos , Universidades
2.
Curr Pharm Teach Learn ; 14(7): 817-829, 2022 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-35914841

RESUMO

INTRODUCTION: Mental health concerns are increasing exponentially within the college student population. Successfully coping with the stress of adjusting to college can be difficult particularly for students majoring in science- and health-related disciplines like pharmacy. This study aimed to understand how well-being is integrated and could be improved upon within the learning environment from the students' perspective. METHODS: Several college of pharmacy faculty collaborated with campus wellness staff through an initiative that aimed to integrate mental health and well-being strategies into the learning environment. At the end of each semester, pharmacy students responded to open-ended questions meant to evaluate their perspectives of the professor participating in the well-being program. Grounded theory was used to code the responses. RESULTS: Four themes emerged from the student responses: (1) Instruct in a creative, consistent, and clear manner; (2) Be genuine; (3) Establish a welcoming environment; and (4) Invest in students. Pharmacy students experienced their classrooms as more than just a place to learn class material but as an environment that valued the students as people. CONCLUSIONS: The study highlights the role of faculty as educators of classroom material and of including practices that facilitate a sense of connectedness and caring within the classroom.


Assuntos
Estudantes de Farmácia , Docentes , Docentes de Farmácia/psicologia , Humanos , Aprendizagem , Estudantes de Farmácia/psicologia , Universidades
3.
Curr Pharm Teach Learn ; 14(5): 591-596, 2022 05.
Artigo em Inglês | MEDLINE | ID: mdl-35715099

RESUMO

INTRODUCTION: Short-answer questions (SAQs) are often used to assess pharmacy student competency. However, the literature lacks guidance on SAQ development strategies, resulting in varying practices between SAQ writers. Understanding student and faculty perceptions of what constitutes a high-quality SAQ can identify best practices for SAQ development. METHODS: We surveyed second-year pharmacy students at the University of California San Francisco (UCSF) to assess their perceptions of SAQs. Likert-type data were descriptively analyzed, and open-ended responses were analyzed using thematic analysis; we used these results to draft an initial SAQ checklist. We then conducted focus groups of UCSF pharmacy faculty to explore their experiences writing SAQs. Transcripts were analyzed using the survey codebook and de novo codes to generate themes. We used the focus group findings to finalize the checklist. RESULTS: Seventy-five students (82%) completed the survey. Students identified "structure" (organizing into sections/lists) and "content" (clearly delineating student's task) as two ways to improve SAQ quality. Eight faculty participated in focus groups of two to three participants each. Faculty expanded on these previous themes and also identified a new theme, "process." This included peer review of SAQs as well as the iterative process involved in writing the SAQ, model answer, and grading rubric. CONCLUSIONS: Content, structure, and process were the three areas identified for the improvement of SAQ quality at our institution. A checklist outlining best practices in these areas may be best implemented and adopted within the SAQ peer-review process.


Assuntos
Avaliação Educacional , Estudantes de Farmácia , Avaliação Educacional/métodos , Docentes , Docentes de Farmácia , Humanos , Redação
4.
Curr Pharm Teach Learn ; 14(3): 329-335, 2022 03.
Artigo em Inglês | MEDLINE | ID: mdl-35307093

RESUMO

INTRODUCTION: The University of California San Francisco School of Pharmacy faculty created the Master Preceptor Program (MPP) to instill best practices in clinical precepting, leadership and professional development, and interprofessional education (IPE). Graduates of the program are encouraged to mentor colleagues at affiliated sites. This study aimed to explore MPP participants' perceptions about the program and to collect general feedback. METHODS: A descriptive qualitative study of MPP participants who completed the program between 2017 and 2019 was conducted. Semi-structured interviews and focus groups were used to collect general programmatic feedback and examples of skill implementation. All encounters were conducted and recorded online via Zoom. Three investigators independently analyzed transcripts for codes related to key programmatic areas using conventional content analysis. RESULTS: Ten of 14 past MPP participants participated. Themes included confidence and skills gained in clinical teaching, self-reflection and network opportunities supporting professional and leadership development, and a need for structured expectations and deliverables. Participants noted several benefits of the MPP on clinical teaching, such as improving confidence and adopting teaching techniques, structural and organizational skills, and a learner-centered approach. Participants also mentioned programmatic offerings that improved leadership and professional development, such as networking opportunities in the MPP and at conferences. Participants did not mention IPE in their responses. CONCLUSIONS: All participants recognized the MPP as an effective training program to enhance clinical precepting skills, leadership, and professional development. Program structure and intentional incorporation of IPE skills are areas of improvement for future cohorts.


Assuntos
Farmácia , Estudantes de Farmácia , Docentes de Farmácia , Humanos , Liderança , Aprendizagem
5.
Curr Pharm Teach Learn ; 14(2): 123-126, 2022 02.
Artigo em Inglês | MEDLINE | ID: mdl-35190150

RESUMO

INTRODUCTION: Failure is an inevitable outcome in life. Even though this is a commonly accepted fact, the environment in academic pharmacy has stigmatized failure. This stigmatization potentially stunts faculty development if inappropriate coping strategies evolve and skills such as creativity and problem solving do not flourish. COMMENTARY: There is an opportunity for pharmacy academia, especially faculty, to assume a new lens when examining failure. The authors will examine the impact of failure on active learning and scholarship. IMPLICATION: Despite the many challenges and apprehensions that surround the concept of failure, it is important that academia reframes failure. This new perspective can positively view failure as a progressive mechanism by creating novel solutions to challenges in academia and demonstrating to pharmacy students that failure is something to embrace as a learning tool.


Assuntos
Educação em Farmácia , Estudantes de Farmácia , Docentes , Docentes de Farmácia , Humanos , Faculdades de Farmácia
6.
Res Social Adm Pharm ; 18(5): 2887-2893, 2022 05.
Artigo em Inglês | MEDLINE | ID: mdl-34275750

RESUMO

BACKGROUND: Evidence suggests that stars in an organization, including academia, drive much of its productivity and reputation. There has been much said within academic pharmacy about recruitment, but little in regard to retaining its top faculty. OBJECTIVE: To identify perceptions among pharmacy faculty on how faculty are currently rewarded; what is done versus what should be done at their institution to recruit and retain star faculty; what is versus what should be done in developing faculty, and compare these perceptions across certain personal and work characteristics. METHODS: A questionnaire survey designed in Qualtrics was distributed via email to a census sample of 3378 members comprising 2018 AACP list-servs. Faculty activities and organization actions were derived from literatures and pilot testing. Frequency distributions and Kruskal-Wallis tests were conducted to describe the data. RESULTS: Responses from 463 faculty indicated scholarly publishing as paramount for receipt of organizational rewards. They indicated that their organizations very infrequently employed action to retain star faculty. They indicated that more should be done to retain stars, and this was largely agreed upon by those in supervisory positions, even though there were a few differences between supervisors and non-supervisors over what is already being done. While there were differences in perception primarily by respondent institution type, there were many more similarities than differences of opinion about actions taken and that should be taken to retain star faculty. CONCLUSIONS: Pharmacy faculty affirmed the salience of scholarly productivity in the allocation of organizational rewards and indicated that certain activities like high-quality clinical practice and good citizenship behaviors were less likely to result in recognition. The results offer considerations for faculty retention strategies and the need for administrators to communicate actions taken to retain star faculty.


Assuntos
Farmácia , Faculdades de Farmácia , Docentes , Docentes de Farmácia , Humanos , Recompensa
7.
Am J Pharm Educ ; 86(2): ajpe8514, 2022 02.
Artigo em Inglês | MEDLINE | ID: mdl-34301540

RESUMO

Objective. To describe outcomes from an article club that was designed to foster leadership within a pharmacy school by informally gathering interested faculty and staff and providing a safe environment for discussion on leadership concepts.Methods. At each monthly meeting, participants discussed an article from Harvard Business Review's top 10 leadership articles. After 10 sessions, participants were asked to complete an electronic survey about their perspectives on the activities and invited to participate in an interview. Descriptive statistics were calculated, and qualitative software was used to analyze the interview transcripts. Videoconferencing allowed for off-campus faculty and staff participation. No direct programmatic costs were incurred.Results. Four to 24 participants attended each session. Sixteen participants completed the survey, and five volunteered to be interviewed. All participants strongly agreed that the sessions increased awareness of leadership concepts, and 15 strongly agreed or agreed that the activities influenced their leadership decision-making and facilitated building a culture of leadership at the school. Interviews revealed that mid-career faculty participated to learn about general leadership concepts from discussions and a few junior faculty participated to gain leadership skills to help with promotion. All participants noted they were exposed to novel leadership styles by participating in the article discussion sessions. Teaching and practice commitments were the two reasons most often given for not participating.Conclusion. Providing an interactive discussion forum for pharmacy education faculty and staff to learn and discuss leadership concepts and qualities is effective for personal growth and professional development. Other schools and institutions can implement similar activities to foster leadership.


Assuntos
Educação em Farmácia , Docentes de Farmácia , Docentes , Humanos , Liderança , Faculdades de Farmácia , Desenvolvimento de Pessoal/métodos
8.
Am J Pharm Educ ; 86(2): ajpe8616, 2022 02.
Artigo em Inglês | MEDLINE | ID: mdl-34301565

RESUMO

Objective. To identify the content, style, timing, tone, and initiation of communication that best connotes "reassurance of worth" from peers and supervisors in pharmacy academia.Methods. This study employed semi-structured interviews to acquire in-depth information from pharmacy faculty through a purposive sampling process. Academicians who had published in the area of work-life and/or were deemed likely to make substantial contributions to the interview were asked to participate. Participants represented a cross section of pharmacy faculty in terms of discipline, institution, and demographic characteristics. An interview guide was constructed based on motivating language theory and provisions of social relationships theory. Interviews were conducted via Zoom and transcribed verbatim. Themes were gleaned using open coding, then audited and checked.Results. Data saturation occurred after eight interviews. Two primary themes emerged: guidance, particularly related to professional development and tenure; and reassurance of worth through invited participation, praise, and/or rewards. Interviewees highlighted the importance of empathetic yet practical language among peers, and supervisor-initiated, meaning-making language rather than generic platitudes.Conclusion. Empathetic, personal language that provides guidance and reassurance of worth can enhance pharmacy faculty contributions and mitigate burnout. Invitations to collaborate are seen by faculty as collegial and engaging. This study demonstrated the usefulness of motivating language theory and social provisions in guiding communications among pharmacy academicians.


Assuntos
Educação em Farmácia , Farmácia , Esgotamento Psicológico , Comunicação , Docentes de Farmácia , Humanos
9.
Am J Pharm Educ ; 86(2): ajpe8628, 2022 02.
Artigo em Inglês | MEDLINE | ID: mdl-34301569

RESUMO

Most faculty members' contributions to pharmacy education are significant but often challenging to document and describe. In addition, contributions may go unrecognized or rewarded unless the work results in a publication or presentation. Drawing on a metaphor of the importance of a fisher taking a photo to capture memories of a successful fishing trip, this commentary examines methods for faculty to identify and organize their academic contributions. Frameworks and a visual tool are presented to assist pharmacy educators in thinking systematically about the full breadth of education contributions. Using the frameworks and visualization tool provided, a more complete picture of education contributions can be developed, allowing educators to create visual "snapshots" of their work for others to see and appreciate.


Assuntos
Educação em Farmácia , Farmácias , Farmácia , Docentes , Docentes de Farmácia , Humanos , Faculdades de Farmácia
10.
Curr Pharm Teach Learn ; 13(12): 1702-1705, 2021 12.
Artigo em Inglês | MEDLINE | ID: mdl-34895681

RESUMO

PURPOSE: With technology becoming an essential component in classrooms, it is becoming more crucial for pharmacy faculty to explore innovative active learning strategies that engage students inside and outside the classroom. This manuscript discusses how two fourth-year students and their preceptor developed interactive patient cases using an open-source software application called Twine (www.twinery.org). DESCRIPTION: Two different cases were developed in Twine. The first patient case story was created by the fourth-year students and will be implemented in the future. The second patient case, consisting of two Twine stories, was created by the faculty preceptor and was implemented during new student orientation. ANALYSIS/INTERPRETATION: Resources for development as well as advantages and disadvantages of developing and implementing Twine stories into the curriculum are discussed. Implementation of the faculty's Twine stories into the pharmacy curriculum is also discussed. CONCLUSIONS: Twine is a user-friendly application and has the potential to be utilized in healthcare programs as an effective and engaging teaching strategy that both professor and students enjoy. IMPLICATIONS: While development of a Twine story could be time-consuming, the benefit of increasing student engagement outweighs the cost. Active learning is an essential component in the classroom, and finding new and innovative ways to enhance student learning is imperative.


Assuntos
Educação em Farmácia , Aprendizagem Baseada em Problemas , Currículo , Docentes , Docentes de Farmácia , Humanos
11.
Curr Pharm Teach Learn ; 13(11): 1498-1502, 2021 11.
Artigo em Inglês | MEDLINE | ID: mdl-34799065

RESUMO

BACKGROUND AND PURPOSE: In-person Objective Structured Clinical Examinations (OSCEs) are used as assessments in most pharmacy programs, however, reports of virtual OSCEs and skills assessments are limited. With a pivot to virtual OSCEs necessitated by the COVID-19 pandemic, it is important to consider core competencies assessed as well as logistics, technology, and other factors. EDUCATIONAL ACTIVITY AND SETTING: The virtual redesign of a Capstone OSCE for third professional year pharmacy students at the beginning of the COVID-19 pandemic. FINDINGS: Core components of pivoting an in-person Capstone OSCE to virtual included an initial assessment of what was planned, what competencies were being assessed, and how this could be accomplished in the virtual realm. Key stakeholders such as students, testing and evaluation services, and faculty were included in the planning process. In addition to changes in OSCE delivery, grading processes and remediation were also modified. SUMMARY: This Capstone OSCE merged virtual education and skills-based assessments together out of necessity and provides an example of flexibility and nimbleness in times of great change. Although further assessment is needed, processes used and lessons learned are helpful for future, intentional planning of virtual or partially virtual skills assessments.


Assuntos
COVID-19 , Estudantes de Farmácia , Competência Clínica , Avaliação Educacional , Docentes de Farmácia , Humanos , Pandemias , SARS-CoV-2
12.
Am J Pharm Educ ; 85(8): 8581, 2021 09.
Artigo em Inglês | MEDLINE | ID: mdl-34615630

RESUMO

Objective. This study sought to identify attributes or performance aspects, most notably those defining what constitutes a "star" faculty in academic pharmacy, and to describe differences in perceptions of the strength of these aspects across faculty varying by discipline, academic rank, experience, type of institution employed, and supervisory experience.Methods. An electronic survey was distributed via email link to a census sample of 3378 members within the2018 American Association of Colleges of Pharmacy (AACP) list-servs. Performance aspects were derived from key literature enumerating academic responsibilities and behaviors. Reminders were employed to maximize survey responses. Frequency distributions and Kruskal-Wallis tests were conducted to describe the data.Results. Responses from 463 persons identified the importance of quality rather than quantity of teaching; publishing in refereed journals, and demonstrating collegiality to be among the more salient aspects defining a star faculty member. There were differences in perceptions of what constitutes a star mostly by institution type employed and among pharmacy practice respondents vs those from other disciplines. Respondents from private institutions indicated that their deans and chairs were less likely to recognize and attempt to retain star faculty. However, responses were generally in the same direction and congruent, even between those with vs without supervisory responsibility.Conclusion. This study highlighted the importance of demonstrating collegiality along with high-quality teaching and productivity as qualities warranting star status in academic pharmacy. Given the importance of faculty stars, academic pharmacy organizations, particularly private institutions, should make an effort to recognize and retain them.


Assuntos
Educação em Farmácia , Farmácia , Docentes , Docentes de Farmácia , Humanos , Faculdades de Farmácia , Inquéritos e Questionários , Estados Unidos
13.
Am J Pharm Educ ; 85(6): 8328, 2021 06.
Artigo em Inglês | MEDLINE | ID: mdl-34315703

RESUMO

Objective. This investigation compared similarities and differences in education on opioids and opioid abuse between public and private US schools and colleges of pharmacy.Methods. The American Association of Colleges of Pharmacy has created and maintains an Opioid-Related Activities database for schools and colleges of pharmacy in the United States. With data from 2019, a mixed-methods design was used to triangulate quantitative analysis with a concurrent qualitative analysis. After describing, the data were compared to national statistics of schools and colleges of pharmacy (ie, number, type of school, and program structure). Data from the database on opioid activity types (ie, education, service, practice, research, and advocacy) were compared between private and public institutions, both quantitatively and qualitatively. The quantitative analysis used odds-ratios (for effect-size) and chi-square (for statistical significance), while the qualitative analysis employed word clouds to explore opioid-related activities descriptors.Results. One-hundred-seven of 144 US schools and colleges of pharmacy (74% response rate) provided their opioid-related activities information to AACP. The institutions (55 private, 52 public) had entered 436 unique opioid-related activities in the AACP database. Results of the quantitative and qualitative analyses triangulated that private institutions focused more on education-opioid-related activities, while public institutions offered more activities that involving research. Magnified to education-type opioid-related activities, faculty from private institutions often focused narrowly on an education event alone, while faculty from institutions often focused more broadly on education and other aspects such as funding, research and published articles.Conclusion. Overall, private and public US schools and colleges of pharmacy widely engaged in combatting the US opioid epidemic by training student pharmacists in this important area.


Assuntos
Educação em Farmácia , Farmácia , Analgésicos Opioides , Docentes de Farmácia , Humanos , Faculdades de Farmácia , Estados Unidos
14.
Am J Pharm Educ ; 85(5): 8536, 2021 05.
Artigo em Inglês | MEDLINE | ID: mdl-34283734

RESUMO

Entrustable Professional Activities (EPAs) are workplace responsibilities that directly impact patient care. The use of EPAs allows pharmacy faculty and preceptors to provide learners with feedback and assessment in the clinical setting. Because they focus assessment on a learner's execution of professional activities which requires integration of the respective competencies, EPAs help provide a more holistic picture of a learner's performance. Using EPAs to backwards design classroom learning for those competencies is highly encouraged, but instructors cannot or should not assess performance and make entrustment decisions using EPAs in the classroom setting for several reasons: a learner's classroom performance usually does not predict clinical performance very well, assessment of EPAs require direct observation of the learner performing the EPAs, EPA assessment requires multiple observations of the learner with different patients with varying level of acuity, and most importantly, EPA assessment must result in a decision to trust the learner to perform the clinical activity with limited supervision. By ensuring all entrustment decisions are made in a clinical or experiential setting, students will receive an accurate assessment and benchmark of their performance that will lead them one step closer to becoming independent practitioners.


Assuntos
Educação em Farmácia , Local de Trabalho , Competência Clínica , Educação Baseada em Competências , Docentes de Farmácia , Humanos
15.
Am J Pharm Educ ; 85(2): 8471, 2021 02.
Artigo em Inglês | MEDLINE | ID: mdl-34283744

RESUMO

Regardless of a faculty member's career stage, effective mentoring is critical for successful professional development and a thriving academic career. Traditional mentor-mentee relationships can be effective but may present challenges for some faculty depending on their individual needs and institutional resources. The use of peer mentoring circles, where group members serve as both mentor and mentee, may provide additional resources and benefits to faculty at all career stages and appear especially beneficial for women faculty because of their focus on interconnectedness and collaboration. However, literature is scarce regarding effective mentoring strategies for women pharmacy faculty. As members of one women faculty-only peer mentoring circle, we describe our experiences using this mentoring strategy and offer recommendations for other faculty members considering this approach.


Assuntos
Educação em Farmácia , Tutoria , Docentes de Medicina , Docentes de Farmácia , Feminino , Humanos , Mentores
16.
Am J Pharm Educ ; 85(3): 7983, 2021 03.
Artigo em Inglês | MEDLINE | ID: mdl-34283764

RESUMO

Objective. To describe criteria for evaluating faculty scholarship within the promotion and tenure guidance documents of US schools and colleges of pharmacy.Methods. Promotion and tenure documents were obtained from the websites of US pharmacy schools or requested via electronic mail, and institutional characteristics were collected from publicly available online data. A qualitative content analysis was conducted to systematically catalogue document characteristics and criteria for promotion and tenure.Results. Promotion and tenure guidance documents from 121 (85%) of 142 pharmacy schools were analyzed. Institutions were 55% public and equally distributed across Carnegie institutional classifications as well as geographic and extramural funding stratifications. Publications (94%) and grants and contracts (87%) were the most frequently included criteria for faculty advancement. More than 50% of schools recognized the criteria within promotion and tenure guidance documents but did not explicitly require faculty to achieve them before receiving promotion and/or tenure. For institutions that required publications for advancement, the most frequently required criterion was publication in peer-reviewed journals (47%). Few schools (22%) documented a specific number of required publications.Conclusion. This analysis provides a comprehensive review of scholarship criteria in academic pharmacy promotion and tenure guidance documents. There was wide variability among scholarship criteria, and documents often lacked specific language defining scholarship requirements. As a result, faculty may find the documents less helpful for self-assessment and preparation toward promotion and/or tenure. These benchmark data can assist pharmacy faculty and administrators in developing and revising promotion and tenure guidance documents to include clear criteria and better align with peer institutions.


Assuntos
Educação em Farmácia , Faculdades de Farmácia , Docentes , Docentes de Farmácia , Bolsas de Estudo , Humanos
17.
Am J Pharm Educ ; 85(3): 8428, 2021 03.
Artigo em Inglês | MEDLINE | ID: mdl-34283773

RESUMO

Although there are at least twice as many non-tenure-track first-time pharmacy faculty as tenured and tenure-track first-time pharmacy faculty entering academia based on data collected from 2013 to 2019, there are ongoing equity, inclusion, and advancement issues between these categories of faculty that require consideration. Contracts with clear descriptions of responsibilities are needed along with regular evaluations and promotion opportunities based on the faculty member's performance of the assigned responsibilities, appropriate compensation including fringe benefits, inclusion in institutional voting and governance, and due process protections against abrupt termination. Further, universities and schools and colleges of pharmacy should foster a culture that values all faculty regardless of rank or position. The purpose of this commentary is to describe ongoing efforts and lessons learned by one public university with a college of pharmacy that has non-tenure-track and tenure-track faculty. Our hope is to provide insight into how these experiences could be used as a basis to inform changes in policy by other universities with a school or college of pharmacy, as well as to inform possible changes to the Academy's policies.


Assuntos
Educação em Farmácia , Farmácia , Docentes , Docentes de Medicina , Docentes de Farmácia , Humanos , Salários e Benefícios
19.
Am J Pharm Educ ; 85(1): 8414, 2021 01.
Artigo em Inglês | MEDLINE | ID: mdl-34281824

RESUMO

This paper presents 10 key tips or recommendations for successful navigation of the promotion and tenure process. The 10 key tips are: know institutional expectations, develop an action plan at least two to three years in advance; identify your balance of teaching, scholarship, service; synergize activities and develop a niche; prioritize time to activities of high-impact to promotion and tenure; track achievements in the format expected for promotion and tenure application; seek out faculty guidance on promotion and tenure; meet with mentor(s) regularly to review progress; have a well-written personal statement; and have your final dossier reviewed by colleagues. Faculty members are more likely to be successful through timely and appropriate planning, balancing and synergizing activities, tracking activities and achievements, developing a well-written personal statement, and requesting help from experienced colleagues.


Assuntos
Educação em Farmácia , Docentes de Farmácia , Mobilidade Ocupacional , Docentes , Humanos , Mentores
20.
Curr Pharm Teach Learn ; 13(8): 975-981, 2021 08.
Artigo em Inglês | MEDLINE | ID: mdl-34294263

RESUMO

INTRODUCTION: Empathy is critical in building teacher-student relationships. Little research is available evaluating the empathetic capacity of faculty who teach in healthcare professional programs. This study's objectives were to describe how faculty define empathy, describe faculty perspectives on the role of empathy in pharmacy education, and discuss the potential barriers to demonstrating empathy to students. METHODS: A qualitative research approach was utilized for this study. Semi-structured interviews were conducted with faculty members randomly selected from an accelerated doctor of pharmacy program. All interviews were transcribed, and an interpretive phenomenological approach was used to describe, code, and analyze the experiences. RESULTS: Results showed that faculty naturally define empathy more from an emotional aspect rather than a cognitive one. Faculty have a consensus on the role of empathy in education and believe it essential for building relationships with students and fostering positive learning environments. Further, most faculty think that empathy is an innate ability, but that empathy can be developed through life experiences and training. Significant challenges of being empathetic in educational environments are associated with the instructor, learner, and learning itself, including demanding time and energy, establishing boundaries, maintaining standards, and handling challenging students. CONCLUSIONS: Faculty perceptions of empathy in education revealed empathetic teaching plays an essential role in building teacher-student relationships and positively impacting students' learning. Empathy is a critical skill and characteristic for healthcare profession educators to possess. The development of empathy training modules may be helpful to improve faculty's empathy.


Assuntos
Educação em Farmácia , Docentes de Farmácia , Empatia , Humanos , Percepção , Pesquisa Qualitativa
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