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Text
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URL Address
<a href="http://doi.org/10.2146/ajhp130657" target="_blank" rel="noreferrer noopener">http://doi.org/10.2146/ajhp130657</a>
Pages
1292–1302
Issue
15
Volume
71
Dublin Core
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Title
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Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.
Publisher
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American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists
Date
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2014
2014-08
Subject
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Humans; Pharmacists; *Curriculum; Students; Education; *Learning; *Teaching; Quality Improvement; Outcomes of Education; Teaching Methods; Organizational Objectives; Portfolio; Hospital; Pharmacy; Pharmacy Service; Graduate/*organization & administration/standards; Internship; Nonmedical; Certification – Education; Curriculum Development – Standards; Faculty – Education; Graduate – Standards; Pharmacy – History; Pharmacy – Organizations
Creator
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Wright Eric A; Brown Bonnie; Gettig Jacob; Martello Jay L; McClendon Katie S; Smith Kelly M; Teeters Janet; Ulbrich Timothy R; Wegrzyn Nicole; Bradley-Baker Lynette R
Description
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PURPOSE: Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. SUMMARY: Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. CONCLUSION: TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments.
Identifier
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<a href="http://doi.org/10.2146/ajhp130657" target="_blank" rel="noreferrer noopener">10.2146/ajhp130657</a>
Rights
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Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
*Curriculum
*Learning
*Teaching
2014
American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists
Bradley-Baker Lynette R
Brown Bonnie
Certification – Education
Curriculum Development – Standards
Department of Pharmaceutical Sciences
Department of Pharmacy Practice
Education
Faculty – Education
Gettig Jacob
Graduate – Standards
Graduate/*organization & administration/standards
Hospital
Humans
Internship
Martello Jay L
McClendon Katie S
NEOMED College of Pharmacy
Nonmedical
Organizational Objectives
Outcomes of Education
Pharmacists
Pharmacy
Pharmacy – History
Pharmacy – Organizations
Pharmacy Service
Portfolio
Quality Improvement
Smith Kelly M
Students
Teaching Methods
Teeters Janet
Ulbrich Timothy R
Wegrzyn Nicole
Wright Eric A