Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.

Title

Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.

Creator

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

Publisher

American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists

Date

2014
2014-08

Description

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.

Subject

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

Identifier

Rights

Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).

Pages

1292–1302

Issue

15

Volume

71

Citation

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, “Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.,” NEOMED Bibliography Database, accessed December 9, 2021, https://neomed.omeka.net/items/show/5052.

Social Bookmarking