A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice
Abstract
:1. Introduction
2. Aims
3. Methods
3.1. Identification of the Research Question
3.2. Identification of the Relevant Studies
3.3. Selection of the Studies
3.4. Charting of the Data
3.5. Collection, Summary and Report of the Results
Author, Date, Country and Publication Category | Participants (Population) | Pedagogy Method Used or Referenced (Intervention) | Evaluation of the Results (Outcome) | Interdisciplinary Cooperation | Key Findings |
---|---|---|---|---|---|
Johnson MS et al. (2013) USA, study [16] | Participants were pharmacy residents, new faculty, residency preceptors; new program component introduced formal pedagogy seminars (prior: only monthly discussions) with educational expert cooperation providing foundational pedagogy knowledge | Pedagogy seminars (12 lectures), didactic components required two participant lectures, small group facilitation, experiential teaching, development of teaching philosophy statement and teaching portfolio | Participant subjective evaluations included pre-and post-intervention feedback on program benefits, formal training and experiential performance; formal objective evaluation of participant experiential performance was given by mentors based on objective pedagogy assessment factors | Yes (in pedagogy seminars) | Validity and relevance of pedagogical knowledge was ensured by educational experts in the design, scheduling and facilitation of didactic seminars. A joint school of pharmacy and school of education program has increased resident-perceived teaching abilities and confidence. |
Edwards RA et al. (2014) USA, study [1] | Motivate pharm. educators in improving teaching methodology, practical development through sharing peer practical teaching experience | A “new-to-you” teaching method shared, no staff education on pedagogy in faculty intervention | Self-evaluative qualitative feedback survey | No | A teaching challenge motivated most of the faculty members to try something new. Links between evidence-based principles and day-to-day activities were strengthened by the peer-teaching method. |
Mukhalalati BA et al. (2019) Qatar, review [17] | Literature review using the term “andragogy”; to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context | No intervention, review—critical summary of key instructional strategies, learning objectives and evaluation approaches | Table of easy-to-use categorization/summary of education pedagogical methods, including recommendations for their application in Healthcare Edu settings | n/a | Learning theories, content and student understanding should be integrated to improve student learning. |
Strang AF et al. (2016) USA, review [11] | Faculty staff and residents (published, peer-reviewed data synthesis on faculty Teaching development programs 2001–2015) | Intervention found: 1 of 21 focused on faculty development, 20 programs focused on resident teaching programs | 20 interventions used subjective evaluations (participant survey), only 1 included an objective evaluation by an expert panel using validated tool | Yes | Program efficacy must be associated with better teaching ability, with a positive impact upon students (motivation, engagement, grades). |
Koster A et al. (2017) The Netherlands, review [13] | Structural framework description, detailed, theoretical and classifies formal training and development programs | Complex for the degree course—design principles and adopting an explicit educational model, based on evidence-based educational psychology used in curriculum development and optimization. Conscious decisions on all organizational levels to achieve consistency between learning tasks, feedback to students, teacher roles and organization of the curriculum | n/a | Yes—other faculty experts serve as consultants to teachers | Successful implementation of CBPE requires a system of effective quality management and continuous professional development as a teacher. |
Stein SM et al. (2012) USA, study [10] | Create template for presentations/lectures, course participants: College of Nursing educators, College of Pharmacy educators, panel: College of Education experts | One day teaching methods course including pedagogy, learning theory, teaching practice | Pre- and post-course video-recorded teaching presentations objectively assessed by an expert panel, using a validated evaluation tool. Participant pre- post-survey; objective results: significant improvement in 7 of 10 domains of teaching effectiveness | Yes | A short teaching-methods course can improve teaching effectiveness through enhanced communication and teaching. Training seminars can be integral to comprehensive quality improvements. |
Baia and Strang) (2016) USA, study [18] | 192 faculty and staff members employed at pharmacy schools with teaching roles before and after completing the HELP program—(2010–2014) survey—(online pedagogical professional development program) | Online professional development program titled Helping Educators Learn Pedagogy (HELP) | Qualitative and quantitative data analyzed for themes of motivation (data from written narratives, post-module quizzes and survey) converted into units and coded | n/a | Faculty educators must first value pedagogical knowledge for their continued growth as teachers, and the faculty development programs must appeal to the value of learning, wish to improve student learning and to educators’ beliefs regarding their roles and responsibilities. |
4. Results
5. Discussion and Illustration of a Professional Pedagogical Knowledge Development Program
6. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Literature Review Findings Summarized as Numbered Results Statements | Faculty Interventions and Implementation of Results Statements |
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1. A change in faculty behavior focusing on peer support and interpersonal cooperation is required for curricular transformation (Statement 1) | Faculty leadership initiative: competency-based curriculum audit, initiating a cooperative organizational structure for faculty development |
2. Competency focus is a key element of curricular reform (Statement 2) | Emphasis on input and output competency elements: detailed elements of knowledge, skills and attitudes elaborated throughout the curricular audit process |
3. Educational expert cooperation can ensure relevant pedagogy and reliable implementation outcomes (Statement 3) | Involvement of education experts with higher education pedagogical and institutional development experience |
4. The flow of information between stakeholders can ensure curricular effectiveness and optimize student benefits (Statement 4) | Setting up Faculty Development Board and Developmental Micro-groups of educator participants emphasizing transparency |
5. Faculty engagement factors impact program efficacy and curricular development (Statement 5) | Personalized support: identification of challenges; wide-spectrum educational counselling services for faculty staff to provide personalized engagement and support |
6. Apply relevant evidence-based data on adult teaching pedagogy and adapt to individualized educational settings (Statement 6) | Demonstration/Application of broad repertoire of pedagogical service tools and approaches from evidence-based literature introduced by experienced professionals |
7. Recognize and develop the informal (hidden) curriculum (Statement 7) | Preparation phase: exploration of the hidden curriculum and educator views on teaching and learning through the articulated educational challenges |
8. Reflection on learned or experienced pedagogical knowledge is a key element when implementing theory into practice (Statement 8) | Trial phase: effectiveness based on instructors’ self-reflection, student behavior, feedback and performance supported by individual and micro-group periodic pedagogical expert consultations |
9. Adoption of the educator role of a facilitator, motivator and formative assessor encourages student progress (Statement 9) | Evaluation phase: raising educator awareness of the relevance of teaching proficiency development based on Developmental Micro-group cooperation and transparency of the complete developmental process |
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Nagy, G.; Arató, F.; Télessy, I.G.; Varga, A.; Fittler, A. A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice. Pharmacy 2023, 11, 172. https://doi.org/10.3390/pharmacy11060172
Nagy G, Arató F, Télessy IG, Varga A, Fittler A. A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice. Pharmacy. 2023; 11(6):172. https://doi.org/10.3390/pharmacy11060172
Chicago/Turabian StyleNagy, Gabriella, Ferenc Arató, István G. Télessy, Aranka Varga, and András Fittler. 2023. "A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice" Pharmacy 11, no. 6: 172. https://doi.org/10.3390/pharmacy11060172