TLC Program

Teaching, education, and dissemination of knowledge is a required component of the American Society of HealthSystem Pharmacists (ASHP) post-graduate year one (PGY1) and post-graduate year two (PGY2) residency standards.1,2 There is published evidence showing benefits for residents who participate in teaching certificate programs offered by schools and colleges of pharmacy.3-6 A framework for teaching and learning curriculum programs was developed by the American Association of Colleges of Pharmacy (AACP) Pharmacy Practice Section’s Task Force on Student Engagement and Involvement, with input from ASHP.sup>7  The Post-graduate Teaching and Learning Curriculum (TLC) Program offered by Presbyterian College School of Pharmacy has been designed with these recommendations at the forefront.

Program Requirements

Learning

1. Learning

    1. Workshop series (details below)
      • Residents will be required to participate in each workshop
      • Residents will be required to complete self-study modules and assignments as notified

Teaching

2.Teaching

    1. Large-Group Facilitation (R4.1.1, R4.1.2, R4.1.3, R4.1.4)
      1. Residents will be required to facilitate at least 1 hour of classroom lecture under the guidance of his/her academic mentor and content expert to include:
        • Writing objectives, designing an active learning activity, and constructing multiple choice and/or true/false exam questions
        • They will be evaluated by their academic faculty mentor, content expert, and students
        • They will review exam question performance with an academic faculty mentor and content expert
        • They will self-reflect on the experience
      2. Residents will be required to facilitate at least 1 hour of education to healthcare professionals under the guidance of his/her academic mentor and content expert (e.g. in-service at the facility or continuing education program)
    2. Small-Group Facilitation (R4.1.1, R4.1.2)
      • Residents will be required to facilitate at least 3 laboratory sessions under the guidance of the course faculty
      • Residents will be required to document 2 clinical or precepting small-group facilitations
        • Some activities that are available to be completed include, but are not limited to facilitating: IPPE or APPEs topic discussions, patient case discussions, or journal clubs
    3. Precepting (R4.1.1, R4.2.1, R4.2.2)
      • Residents will precept, under the supervision of the practice-site preceptor, at least one Advanced Pharmacy Practice Experiential (APPEs) student
      • They will create a rotation syllabus, including schedule
      • They will conduct written midpoint and final evaluations for the students they precept
      • They will be responsible for grading student presentations and assignments
      • They will be evaluated on their precepting abilities by the students they precept
    4. Teaching Portfolio (R4.1.1, R4.1.2, R4.1.3, R4.1.4)
      • Residents will be required to construct a teaching portfolio which should include, but is not limited to the following:
        • Teaching philosophy
        • Faculty evaluations
        • Student evaluations
        • Lecture handouts
        • Test questions
        • Itemized analysis reports
        • Reflection and self-assessment
        • A course syllabus for an experiential rotation

Mentoring

3. Mentoring

    1. Academic Mentor
      • Each resident will be paired with a senior faculty mentor, who voluntarily agrees to participate in the program
      • This mentor will assist with the academic aspects of their teaching, to include:
        • Creation of classroom teaching materials (appearance, utility, flow, etc.), review of lecture Objectives and assistance with course mapping, non-content related review of exam items (stem structure, distractors, answer choices, clarity, difficulty, etc.)
        • Evaluation of classroom teaching and review of item performance
        • Creation of rotation syllabus
        • Creation of material for 1-hour education to healthcare professionals
        • Contact with an academic mentor can be in whatever method is deemed acceptable by both parties; however, monthly contact is expected at a minimum

TLC Program Workshops

Workshop #1 – Introduction to Academia, Learning Styles, and Active Learning

Workshop #2 – Objective and Exam Item Writing, Syllabus Design, and Teaching Philosophies Self-Study Program #1

Workshop #3 – Precepting, Difficult Students, Service, and Research Self-Study Program #2

Program Coordinators

Julie H. Cash, PharmD, BCCCP
Assistant Professor of Pharmacy Practice Director of Postgraduate Education
jhcash@presby.edu

Erika E. Tillery, PharmD, BCPP, BCGP
Associate Professor Department of Pharmacy Practice
eetillery@presby.edu

References:
1. Guidance document for required competency areas, goals, and objectives for postgraduate year one (PGY1) pharmacy residencies. Updated April 2016. ASHP. https://www.ashp.org/Professional-Development/Residency-Information/Residency-Program-Directors.  Accessed on 6/20/19.
2. Competency areas, goals, and objectives for a residency in an advanced area of pharmacy practice. ASHP. https://www.ashp.org/Professional-Development/Residency-Information/Residency-Program-Directors/Residency-Accreditation/PGY1-Competency-Areas. Accessed on 6/20/19.
3. Romanelli F, Smith KM, Brandt BF. Certificate program in teaching for pharmacy residents. Am J HealthSyst Pharm. 2001:58:896-898.
4. 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.
5. Getting JP and Sheehan AH. Am J Pharm Educ. 2008;72(5)article 104.
6. Nappi JM. Instructional Design and Assessment: An Academician Preparation Program for Pharmacy Residents. Am J Pharm Edu. 2013;77(5)article 101.
7. 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.