Pharmacy Resident Teaching Certificate Program

Background

The American Society of Health-System Pharmacists (ASHP) post-graduate year one (PGY1) residency standards encourage programs to offer opportunities to residents to gain additional experiences which will support their career growth, including experience in teaching.¹ The post-graduate year two (PGY2) competency areas also have an outcome requiring that participants demonstrate skills required to function in an academic setting (Competency Area E1).² Several publications describe the effectiveness of teaching certificate programs offered by colleges of pharmacy.^3-5 Postgraduate 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

HSCCP provides a formalized teaching experience for residents in the Dallas-Fort Worth Metroplex. The Teaching and Learning Certificate (TLC) program is a year-long experience that includes workshop sessions and evaluated teaching experiences. Training residents in teaching will enhance their skills for a possible career in clinical practice and/or academia through strengthening presentation skills, teaching aptitude, and precepting skills.

Successful completion of the TLC Program will require attendance at each workshop, participation with pre- and post- session assignments, submission of the TLC checklist, and submission of the completed teaching portfolio in the spring. Residents participating in the program will be eligible to apply for their Texas Pharmacy Preceptor License and will obtain a Teaching Certificate upon successful completion.

Objectives and Goals

This practice-based education program is based on ACHP residency standards and consists of seminars, teaching experience, precepting experience, and developing a teaching portfolio. The primary goal of the TLC Program is for participants, through practice, to develop skills required to participate in precepting, teaching, and/or practice in the development and training of pharmacy learners.

Contact Information
Hae Jin Cho, Pharm.D.
Department of Pharmacotherapy, UNT SCP
UNTHSC
3500 Camp Bowie Blvd
Fort Worth, TX. 76107
haejin.cho@unthsc.edu

Requirements

I. Construct Teaching Portfolio (ACHP PGY1 Competency Area R4 and PGY2 Competency Areas R4, E1). A teaching portfolio should contain evidence of an educator’s effectiveness. Although there are no standard content requirements, a teaching portfolio typically includes:

1. Teaching philosophy

2. Faculty evaluations

3. Peer evaluations

4. Student evaluations

5. Lecture handouts

6. Exam or quiz questions

7. Itemized analysis reports

8. Reflection and self-assessment

9. Develop a teaching experience (course syllabus) for an experiential rotation

II. Precept (ACHP PGY1 Goal R4.2 and PGY2 Goals R4.2, E1.3)

• Precept, under the supervision of the practice-site preceptor, at least one student on an Advanced Pharmacy Practice Experience (APPE) or Introductory Pharmacy Practice Experience (IPPE) rotation

• Conduct written midpoint and final evaluations for the student(s)

• Assess presentations and assignments

• Obtain student evaluation of resident’s teaching

III. Lecture/Teach (ACHP PGY1 Goal R4.1, and PGY2 Goals E1.2, E1.3)

• 1 hour didactic lecture at the College of Pharmacy, including writing learning objectives, designing an active learning activity, and constructing multiple choice exam questions

• 1 lecture to health care professionals (e.g. Inservice at the facility, to be determined by residency program and evaluated by a preceptor)

• Teaching evaluation by a faculty member

• Review student performance on applicable test questions

• Self-reflection and assessment of teaching

IV. Facilitate (ACHP PGY1 Goal R4.1 and PGY2 Goals E1.2, E1.3)

• Small group facilitation – Activities that are available to be completed include, but are not limited to facilitating:

▪ Practice skills lab sessions

▪ Classroom patient case discussions

▪ Classroom journal clubs

▪ Low stakes/practice Objective Structured Clinical Examinations

▪ Interprofessional education events

References

1. ACHP Accreditation Standard for Postgraduate Pharmacy Residency Programs. Available at https://www.ashp.org/-/media/assets/professional-development/residencies/docs/examples/ASHP-Accreditation-Standard-for-Postgraduate-Residency-Programs.pdf. Accessed June 14, 2024.

2. ACHP Competency Areas, Goals, and Objectives for a Residency in an Advanced Area of Pharmacy Practice. Available at https://www.ashp.org/-/media/assets/professional-development/residencies/docs/pgy2-outcomes-goals-objectives-residencies-advanced-area.pdf. Accessed June 14, 2024.

3. Castellani V, Haber SL, and Ellis SS. Evaluation of a teaching certificate program for pharmacy residents. Am J Health-Syst Pharm 2003;60:1037-41.

4. Getting JP and Sheehan AH. Am J Pharm Educ 2008;72(5)article 104.

5. Romanelli F, Smith KM, Brandt BF. Certificate program in teaching for pharmacy residents. Am J Health-Syst Pharm 2001;58:896-898.

6. Wright EA, Brown B, Getting J et al. Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education. Am J Health-Syst Pharm 2014;71:1292-1302.