Post-Graduate Training Teaching Certificate
Department of Pharmacy Practice and Pharmacy Administration
Philadelphia College of Pharmacy
University of the Sciences in Philadelphia
The goal of the program is to provide formalized training in teaching and opportunities to discuss contemporary issues in pharmacy education for trainees (residents and fellows) in the Department of Pharmacy Practice and Pharmacy Administration (DOPPA).
| Certificate: |
the Department of Pharmacy Practice and Pharmacy Administration will award a teaching certificate after the completion of the requirements. |
| Length of the program: |
12-24 months to coincide with post-graduate training |
| Eligibility: |
All post-graduate trainees are required to participate (unless such a program has been completed as part of their prior training). Graduate students in the DOPPA would also have the option to participate. |
Requirements:
All participants are required to complete the following tasks:
- Complete a teaching portfolio, including a teaching philosophy statement, self reflection and review of evaluations)
- Small class didactic teaching (1 or more semesters depending on residency program; PGY1 Pharmacy will teach 1)
- Large group didactic lecture (lecture objectives, handout and test questions)
- Experiential teaching (Advanced Pharmacy Practice Experience, required with optional Introductory Pharmacy Practiced Experience precepting depending on program)
- ACPE-accredited Continuing Education Program (needs assessment, disclosures, objectives, handout, self-assessment questions, review of audience evaluations)
Topic Discussions:
Each trainee will be responsible for coordinating one or more group of topic discussions, i.e., #1, 2, etc. He/she will be responsible for scheduling a date, time and location with the corresponding facilitator(s), designated in parenthesis, for each topic set. More than one topic can be discussed at each meeting.
- What is the purpose of a teaching portfolio and how do I prepare one?
- Teaching pedagogy theories of learning
- Course design: elements of a course syllabus, teaching by objectives, how to prepare handouts, responsibilities of an instructor in a multi-instructor course, responsibilities of a course coordinator
- Academic integrity and the USciences Conduct Policy for didactic and experiential courses
- Student professionalism and incivility issues (didactic and experiential)
- Organizing an effective advanced pharmacy practice experience
- How to evaluate a student on an advanced pharmacy practice experience
- How to motivate your clerkship students
- How to be an effective small group class facilitator
- Implementing active learning activities in didactic classes
- Peer review of teaching: attend a large group lecture of a faculty member and provide written and verbal feedback; receive written course evaluations from students and written/verbal feedback from faculty for your didactic and experiential teaching
- Writing lecture objectives using Bloom’s taxonomy
- Test questions: elements of good multiple choice test questions, interpreting test question statistics
- Faculty roles, including tenure versus non-tenure track positions, balancing teaching with research and service
- A minimum of 4 elective teaching improvement discussions offered through the USciences Teaching and Learning Center or at national professional meetings
There is some flexibility in the trainee participating in the group discussions due to scheduling conflicts. However, in the event that the trainee misses the group discussion, individual discussion should be arranged with either the facilitator or the Residency and Fellowship Program Coordinator.