Pharmacy Resident Teaching Certificate Program

Background

University of North Texas System College of Pharmacy (UNT SCP) University of North Texas Health Sciences Center (UNTHSC) Post-Graduate Teaching and Learning Certificate Program

The American Society of Health-System Pharmacists (ASHP) post-graduate year one (PGY1) residency standards strongly encourage programs to offer opportunities to residents to gain experience in teaching.1 The post-graduate year two (PGY2) standards have an outcome (Outcome E1) requiring that participants demonstrate skills required to function in an academic setting.2 Several publications describe the effectiveness of teaching certificate programs offered by colleges of pharmacy.3-5 Post-graduate training programs that are at colleges of pharmacy typically provide opportunities to gain classroom experience and receive instruction on educational methods. Specific recommendations for Teaching and Learning Programs have been published and are included in this program.6

UNT SCP provides a teaching experience for the residents in the DFW area. It would be ideal if the participation of PGY1 and PGY2 residents could be formalized and documented to help prepare them for careers in academia or participate in teaching programs. Pharmacy students benefit from interacting with the residents. Training residents in teaching will enhance their skills for a possible career in clinical practice and/or academia.

Objectives and Goals

This practice-based education program is based on ASHP residency standards and consists of seminars, teaching experience, precepting experience, and developing a teaching portfolio. The primary goal of the Teaching and Learning Program (TLP) is for participants, through practice, to develop skills required to participate in an academic setting.

Contact Information
Michael W. Jann, Pharm.D., Emmanuel George III, Pharm.D.
Department of Pharmacotherapy, UNT SCP
UNTHSC
3500 Camp Bowie Blvd
Fort Worth, TX. 76107
Michael.jann@unthsc.edu

Requirements

I. Construct Teaching Portfolio (ASHP PGY1 Standards and Objective E. 6.2.3., 3.2.b.4. and R.4.1 and PGY2 Standards Objective E1.2.7). A teaching portfolio should contain evidence of an educator’s effectiveness. Although there are no standard content requirements, a teaching portfolio usually includes:

  1. Teaching philosophy
  2. Faculty evaluations
  3. Peer evaluations
  4. Student evaluations
  5. Lecture handouts
  6. Test questions
  7. Itemized analysis reports
  8. Reflection and self-assessment
  9. Develop a teaching experience (course syllabus) for an experiential rotation

II. Teach/Precept – for PharmD Residents (ASHP PGY1 Standards and Objective E. 6.1, E.6.2, R.4.1.1 and R.4.2 and PGY2 Standards Objective E1.2.4)

• Precept, under the supervision of the practice-site preceptor, at least one Advanced Pharmacy Practice Experiential (APPEs) students or participate in the Introductory Pharmacy Practice Experience (IPPEs)

• Conduct written midpoint and final evaluations for the students they precept

• Grade presentations and assignments

• Have students evaluate the resident’s teaching

III.  Lecture (ASHP PGY1 Standards and Objective E.6.1, E.6.2, R.4.2.1 and PGY2 Standards Objective E1.2.2)

• 1 hour didactic lecture at the College of Pharmacy, write objectives, design an active learning activity, and construct multiple choice or true/false exam questions
• Present 1 lecture to health care professionals (e.g. Inservice at the facility)

• Evaluation by the students and a faculty member
• Review student performance on applicable test questions • Self-reflection and assessment of their teaching

IV.  Facilitate or Teaching Assistant (ASHP PGY1 Standards and Objective E.6.2., R.4.1.1 and R.4.2.1 and PGY2 Standards

Objective E1.2.3)
• Document of small-group facilitations on a log form. Some activities that are available to be completed include, but are not limited to facilitating: • Institutional IPPE or APPEs.
• Patient case discussions
• Peer evaluations (other residents in these activities).

• Journal clubs

• Practice skill lab session

This page was last modified on February 26, 2020