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Prerequisite Module: Basic Training
This introductory workshop is designed to introduce new clinical faculty and preceptors to the basic "essentials" of teaching. "Basic" here refers not to elementary materials and methods but to foundational principles that undergird teaching in classroom and clinical settings. The program begins with an investigation of the professional nature of teaching and an overview of teaching and learning paradigms; these serve as a rationale for the rest of the program. Participants will be engaged in creating learning outcomes, designing teaching strategies to achieve the outcomes, and employing criteria-referenced, evidence-based assessment feedback to improve student mastery of outcomes. Teaching and learning strategies will focus on both classroom instruction and clinical precepting. In these workshop activities, participants will integrate concepts of critical thinking, active learning, ability-based education, and assessment-as-learning. At the end of the session, participants will be encouraged to explore their own philosophies of teaching and to use teaching portfolios as a method for directing their growth as clinical pharmacy educators.
- Describe basic concepts related to current teaching theory and practice as they pertain to pharmacy education and practice.
- Develop basic strategies for planning, implementing, and assessing educational experiences structured to achieve clearly defined student outcomes within didactic and clinical settings.
- Clarify one's own purposes, goals, and philosophy for teaching, and identify strategies for continued self-learning.
The basic training module is a prerequisite for the three required academic modules described below. Basic training will be offered annually in the fall on the day prior to the ACCP Annual Meeting.
The required modules are opportunities for participants to achieve more in-depth learning of the topics presented in the basic training module. Offered on a rotating basis in the spring and fall, these half-day sessions are interactive, and participants will be encouraged to share ideas as a part of the learning experience. The focus of each module is described below.
Required Module No. 1: Planning for Effective Teaching
- Develop learning objectives/outcomes for didactic and clinical settings.
- Create learning activities to achieve objectives/outcomes.
- Develop strategies that promote higher and more sustained levels of learning.
Required Module No. 2: Implementing Teaching and Learning Strategies
- Implement active learning in both the classroom and clinic.
- Conduct discussions that achieve objectives/outcomes.
- Present interactive lectures.
- Employ precepting skills that motivate students toward life long learning.
Required Module No. 3: Assessing Student Learning
- Develop assessment-as-learning strategies to enhance student learning in didactic and clinical settings.
- Design a course formulated on ability-based educational principles and strategies.
The purpose of the elective modules is to allow participants to address specific teaching issues and challenges, and to apply them to their own educational environment. Examples are: How to lead discussions; How to create a portfolio assessment system; How to provide feedback in a clinical setting; How to develop complex cases; How to create and use criteria for assessment; How to handle disruptive students; How to motivate students for self-learning; How to develop professional attitudes in students; How to create and use grading templates. The Teaching and Learning Certificate Program requires completion of 10 hours of elective modules.
- To address instructional needs associated with specific teaching environments.
- To develop teaching skills and strategies that can be incorporated directly into particular experiential or didactic instructional settings.
In addition to completing the 18 hours of required modules and 10 hours of elective modules, each participant must assemble a formative portfolio containing teaching philosophy, teaching products, self-assessments, and peer or mentor assessments. Portfolio development will be initiated following completion of the basic training module. Each of the three academic symposia will help participants further develop future teaching materials for the portfolio.
Participants are required to recruit a mentor, preferably from their own institutions, to provide guidance and feedback for the portfolio. Each participant will maintain the portfolio via an online system developed and maintained by ACCP.