Next Article in Journal
Testing of Candidate Icons to Identify Acetaminophen-Containing Medicines
Previous Article in Journal
How Do European Pharmacy Students Rank Competences for Practice?
Article Menu

Export Article

Open AccessArticle
Pharmacy 2016, 4(1), 9; doi:10.3390/pharmacy4010009

Impact of the Use of a Standardized Guidance Tool on the Development of a Teaching Philosophy in a Pharmacy Residency Teaching and Learning Curriculum Program

1
Department of Pharmacy Practice, Shenandoah University, 1775 North Sector Court, Winchester, VA 22601, USA
2
Center for Public Service and Scholarship, Shenandoah University, 1460 University Drive, Winchester, VA 22601, USA
These authors contributed equally to this work.
*
Author to whom correspondence should be addressed.
Academic Editor: Keith A. Wilson
Received: 9 December 2015 / Revised: 5 January 2016 / Accepted: 19 January 2016 / Published: 26 January 2016
View Full-Text   |   Download PDF [194 KB, uploaded 26 January 2016]

Abstract

The purpose of this study was to evaluate the impact of a standardized reflection tool on the development of a teaching philosophy statement in a pharmacy residency teaching and learning curriculum program (RTLCP). Pharmacy residents participating in the RTLCP over a two-year period were surveyed using a pre/post method to assess perceptions of teaching philosophy development before and after using the tool. Responses were assessed using a 5-point Likert scale to indicate level of agreement with each statement. For analysis, responses were divided into high (strongly agree/agree) and low (neutral/disagree/strongly disagree) agreement. The level of agreement increased significantly for all items surveyed (p < 0.05), with the exception of one area pertaining to the ability to describe characteristics of outstanding teachers, which was noted to be strong before and after using the tool (p = 0.5027). Overall results were positive, with 81% of participants responding that the reflection tool was helpful in developing a teaching philosophy, and 96% responding that the resulting teaching philosophy statement fully reflected their views on teaching and learning. The standardized reflection tool developed at Shenandoah University assisted pharmacy residents enrolled in a teaching and learning curriculum program to draft a comprehensive teaching philosophy statement, and was well received by participants. View Full-Text
Keywords: teaching philosophy; residency teaching program; teaching certificate teaching philosophy; residency teaching program; teaching certificate
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Wesner, A.R.; Jones, R.; Schultz, K.; Johnson, M. Impact of the Use of a Standardized Guidance Tool on the Development of a Teaching Philosophy in a Pharmacy Residency Teaching and Learning Curriculum Program. Pharmacy 2016, 4, 9.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Pharmacy EISSN 2226-4787 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top