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Currents in Pharmacy Teaching and Learning 5 (2013) 276–282

Research

Four years of experiences of a joint school of pharmacy and schoolof education pharmacy residency teaching certificate program for

affiliated residency programsMark S. Johnson, PharmD, BCPSa,*, Jennifer N. Clements, PharmD, BCPS, CDEb

a Shenandoah University, Bernard J. Dunn School of Pharmacy, Winchester, VAb Presbyterian College School of Pharmacy, Clinton, SC

http://www.pharmacyteaching.com

Abstract

Purpose: To describe four years of experiences of a joint s

chool of pharmacy and school of education pharmacy residencyteaching certificate program (PRTCP) for affiliated residency programs and evaluate the impact on teaching abilities andconfidence.Methods: Descriptive data was collected based on observations of the authors for four residency classes from 2007 to 2011.The PRTCP provided formalized training in teaching through multiple requirements including: pedagogy seminars, didacticexperiences, small group facilitation, experiential education, teaching philosophy statement development, and teachingportfolio development. The program included residents from small affiliated residency programs (three or fewer residents perprogram) based at nonacademic institutions along with new faculty and residency preceptors. After four years, graduates weresurveyed one time through SurveyMonkeyTM for demographic data and to assess self-perceived teaching abilities andconfidence.Results: Of the 25 previous residents, 17 completed the survey. Prior to the PRTCP, respondents had a median score of three(out of five) in teaching skill and ability, compared to a median score of four after completing the requirements. Likewise,respondents had a median score of two in confidence as a teacher, compared to a median score of four after completing therequirements. When asked if the PRTCP had been beneficial professionally, 94% of participants responded as ‘‘agree’’ or‘‘strongly agree.’’ The majority noted precepting as the most common teaching experience in practice, followed by small groupfacilitation, classroom lectures, and in-services.Conclusions: A joint school of pharmacy and school of education PRTCP program has increased resident-perceived teachingabilities and confidence.r 2013 Elsevier Inc. All rights reserved.

Keywords: Pharmacy residency teaching certificate program; Pharmacy residency; Teaching skills

Introduction

Pharmacy residency teaching certificate programs(PRTCPs) have emerged over the past decade as acomponent of many pharmacy residency programs.1–4 The

– see front matter r 2013 Elsevier Inc. All rights reserv/10.1016/j.cptl.2013.02.004

ng author: Mark S. Johnson, PharmD, BCPS,iversity, Bernard J. Dunn School of Pharmacy,Court, Winchester, VA 22601.nson@su.edu

overall purpose of these programs is to provide a moreformalized way of developing and solidifying pharmacyresidents’ teaching skills and experiences. Componentsaddressed in PRTCPs have varied among programs. Gen-erally, programs have consisted of a lecture series onvarious teaching topics and experiences in the didacticand experiential settings.1–4 Other programs have alsoincorporated other experiences, such as small group orlaboratory facilitation and development of a teachingportfolio.1,2,4 Several institutions with formal programs

ed.

Table 1Pedagogy seminar series topics

Program overview/requirementsWriting a teaching philosophyTeaching theories, methods, philosophiesActive learning/case-based/facilitationLearning objectives/lecture preparationCourse development/syllabus preparationTest writing/assessmentTechnology/distance educationStudent issuesLecture practice/critique exerciseAcademic lifeExperiential teaching

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have described their components and documented outcomesin the literature, although many other formal and informalprograms exist.5

Many factors have resulted in the emergence ofPRTCPs over the past decade.1–4 One such factor wasthe lack of formal feedback and instruction given toresidents on teaching.1 Most pharmacy residency programsfocus on clinical practice and patient care, with lessemphasis on teaching and research. According to theAmerican Society of Health-System Pharmacists (ASHP)residency accreditation standards, a postgraduate-year-one(PGY1) resident should obtain effective instruction indidactic and experiential teaching.6 The need for pharmacyeducators will likewise continue to increase in the future asnew pharmacy schools are developed and existing phar-macy schools increase class size.7 According to the 2002American Association of Colleges of Pharmacy (AACP)Task Force on the role of colleges and schools in residencytraining, minimum requirements for pharmacy facultypositions should include residency training or equivalentexperience.8 Therefore, some new pharmacy faculty mem-bers have not been adequately trained for the responsibil-ities of didactic or experiential teaching, which maysignificantly impact the quality and delivery of instruc-tion.9,10 In addition, candidates for pharmacy facultypositions from other schools of pharmacy may be graduat-ing from programs that offer a PRTCP, so a competitiveadvantage may be gained by completing a PRTCP.According to Ratka et al., the majority of pharmacyresidents will not go into an academic position upongraduation, but many will take positions in the practicesetting with teaching responsibilities for students andresidents.11 PRTCPs can thereby give practitioners theknowledge and skills necessary to perform in this role.4

Additionally, these programs have become a means ofrecruitment of pharmacy residency candidates that manystudents may seek.2–4

In 2007, Shenandoah University’s Bernard J. DunnSchool of Pharmacy and the School of Education andHuman Development collaborated in the development of aformalized PRTCP. Prior to 2007, small group facilitation,didactic teaching, and experiential teaching were beingaccomplished informally. All pharmacy residency programsaffiliated with the school of pharmacy were eligible toparticipate in the PRTCP. These programs were based at acommunity hospital, Veterans Affairs hospital, two com-munity pharmacies, and an ambulatory care pharmacypractice. New faculty and other nonaffiliated regionalresidency programs had also participated in the program,including another community hospital. The program wasoptional for each participant based on the individual’sinterests and career goals. The overall goals of the programwere to: (1) provide formalized training in didactic andexperiential teaching through multiple experiences, and (2)to strengthen residents’ teaching skills regardless of thefuture practice setting.

The formal PRTCPs that have been described in theliterature are primarily based at larger academic institutionsand medical centers and administered primarily by pharma-cists.1–5 This manuscript describes four years of experiencesof a collaborative PRTCP between a university’s schools ofpharmacy and education that was administered to multipleaffiliated, nonteaching institution-based residency programs.Additionally, the program graduates were surveyed togather feedback and determine the value of the PRTCP.

Methodology

The inception of a formal PRTCP has allowed forpharmacy residents to gain the skills, abilities, and knowl-edge in teaching. The program was designed to emphasizecore concepts of pharmacy education in a variety ofteaching experiences. There were six components for thePRTCP: pedagogy seminars, didactic experiences, smallgroup facilitation, experiential education, teaching philoso-phy statement development, and completion of a teachingportfolio. A certificate was awarded upon successful com-pletion of all components. Descriptive information regard-ing skills, abilities, and confidence was collected andreported for each residency year (2007–2011).

Pedagogy seminars

Pedagogy seminars consisted of 12 lectures (1.5 hours inlength) given in conjunction with the school of pharmacyand school of education and human development. With thetwo schools, the rank of the facilitators ranged fromassistant professor to professor. Among all facilitators, theextent of involvement included creation of topics, organ-ization of dates, and collaboration during the seminar for thetopic. Over the past four years, the topics and relatedtextbook were modified based on the residency classes’input. The biggest change was the schedule of pedagogyseminars, which were originally provided in monthlydiscussions from August through May. For the most recentyear, Table 1 provides a list of the pedagogy seminars.These seminars occurred from August to November in theevenings after daily residency responsibilities. The purpose

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of these seminars was to provide foundational pedagogyinformation and prepare the residents for the later appliedcomponents of the program. For the most recent residencyclass, a textbook12 was provided to each resident andrequired readings were assigned for the designated seminartopic. The residents were required to attend 80% of theseseminars. In case of absence, the seminar was recorded on asoftware recording system (Camtasia Relays, Version 4,TechSmith Corp, Okemos, MI) for access through acomputer by the resident upon return. Although limitedwith direct interaction with the facilitator and fellowresidents, accommodations were made through the school’sdepartment of technology in education for distance-siteresidents through the use of video conferencing to avoidexcessive travel.

Didactic experiences

Each participant was required to present two one-hourpeer-reviewed lectures in a course in the school ofpharmacy’s curriculum. The process has been updated overthe past four years based on the input of the residencyclasses. In general, the process began with an inquiry to thefaculty, particularly the pharmacy practice department,regarding availability of lectures in the fall and springsemesters. A majority of the lectures were available in theintegrated pathophysiology/therapeutics courses organizedby body systems in the P2 and P3 years. This availabilitywas due to the more clinically focused nature of the courseand the large number of lectures taught in the courses. Theresidents were given the opportunity to choose a topic on afirst-come, first-served basis. If a resident had a specificinterest in a particular topic, then the PRTCP co-coordinators would make accommodations after discussionwith course coordinators. For the didactic experience, theresident was paired with a PRTCP co-coordinator as amentor for this requirement. Depending on the lecture, theresident was mentored by the course coordinator or contentexpert, along with the residency program director. Thefollowing timeline was required for each lecture: a draft ofcontent with objectives four weeks prior, completed slidestwo weeks prior, practice run one week prior, along with afinalized student slide presentation with contents page(including learning objectives and required and suggestedreadings) two days prior to the presentation. All mentors, asschedule permitted, were present for the resident’s didacticlecture to provide encouragement, evaluate the resident’steaching ability, and support any technology issues. Eachdidactic lecture was recorded with a copy provided to theresident in order to complete a self-reflection on theirperformance. A formal evaluation was completed by allmentors and reviewed within ten days following the didacticlecture. The areas of evaluation included: lecture objectives,organization, lecture content, presentation style, interactionand rapport with students, exam questions, and generalcomments. The resident received student evaluations one

week following the didactic experience. The resident wasresponsible for writing examination questions based onlecture learning objectives and were further evaluated bythe mentor, content expert, and course coordinator prior to aschedule assessment. In addition, the exam questions wereevaluated for student performance after the examination andfeedback given to the resident. All rough and final copiesfor the didactic experience component were required to beincluded in the resident’s teaching portfolio. An evaluationform (available upon request) for assessing the resident’sdidactic lecture performance was completed by lecturepreceptors and the resident.

Small group facilitation

The third component of the program was small groupfacilitation at the school of pharmacy. The component wastailored for each resident depending on their interests andresidency program location. While there were differentopportunities, the experience was designed to be equivalentfor each resident on time in preparation, implementation,and follow-up (i.e. grading). For residency programs withina 30-minutes distance, residents co-facilitated a section of apatient assessment laboratory course, which was held in thefall and spring semesters. The fall semester course wastailored toward patient care in an outpatient setting (i.e.community and ambulatory care), while the spring semestercourse was focused on patient care in an inpatient setting.The resident was paired with a faculty facilitator andassigned a group of eight to nine students. The laboratorysessions were scheduled on a weekly basis of two hours inlength. The resident was required to attend 80% of thelaboratory sessions for the semester. The resident had tofacilitate a minimum of two sessions in the presence of thefaculty facilitator. In addition, the resident was required tograde a minimum of four sessions which included evalua-tion of the students’ clinical skills, grading written assign-ments, and monitoring of participation. The facultyfacilitator provided verbal feedback immediately followingthe resident’s assigned lab session. The faculty facilitatorcompleted a formal evaluation (available upon request)within one week following the resident’s assigned labsession. A final evaluation was completed and reviewedwith the resident upon completion of the small grouprequirement and resident’s self-reflection of this experience.

Residents at distant sites had several options for facil-itating small groups to better accommodate not having theresident drive every week to the school of pharmacy. Oneoption was co-facilitation in a drug literature evaluationcourse in the spring semester. The resident was required toattend four laboratory sessions, which were three hours inlength. Requirements included the following: choosing arelevant journal article for the main topic of the week,developing a small group activity for the scheduled labsession, facilitating a discussion with the class and within asmall group, and grading the group handouts for the

Table 2Teaching portfolio components

1. Teaching philosophy2. Pedagogy seminars

a. Self-reflectionb. Material received during these sessionsc. Date for attendance

3. Didactic experiencesa. Dates of completionb. Outlinec. Rough draft of presentation with comments from

mentorsd. Rough draft of exam questions with comments from

mentorse. Final draft of presentation and exam questionsf. Student and mentor evaluationsg. Self-reflection

4. Small group facilitationa. Dates of completionb. Student activities of laboratory sessionsc. Evaluation/grading from facilitated sessionsd. Student and mentor evaluations

5. Experiential experiencea. Date of completionb. Student schedulec. Activities completed by the studentd. Evaluation of student activitiese. Evaluation from studentf. Evaluation from preceptor of record

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scheduled lab session. A recently added option for distance-site residents was the co-facilitation of an introductorypharmacy practice experience course through the use ofvideo-conferencing technology.

Experiential education

During the second half of the residency, the residentscompleted experiential teaching as the fourth component ofthe program. The purpose of this component was to exposethe residents to the responsibilities and duties of anexperiential primary preceptor. Residents were not requiredto obtain a preceptor license from the state. A preceptor ofrecord was identified and agreed upon by the resident,residency program director, and co-coordinators of theteaching certificate program in conjunction with the officeof experiential education. The resident discussed the expe-riential rotation with the preceptor of record at least onemonth prior to the experience regarding the followinginformation: student calendar, student activities (per siteand institution’s requirements or competencies), midpointevaluation and final evaluation. The resident assumed dailyresponsibility for the student rotation with oversight andguidance provided by the preceptor of record. All evalua-tions were completed by the resident and student and werediscussed with the preceptor of record with copies placed inthe teaching portfolio. Students provided feedback to thepreceptor of record regarding the resident’s performance.The preceptor of record completed an evaluation (availableupon request) of the resident’s skills and abilities as apreceptor.

Teaching philosophy statement

Each resident developed a teaching philosophy statementduring the course of the residency year. A pedagogyseminar was first devoted to introduce the concept ofwriting a teaching philosophy and to identify characteristicsof exemplary teachers. This seminar was delivered by thefaculty expert on teaching philosophy statements in anactive learning format. The faculty expert then met with theresidents around the midpoint of the residency year to givefurther guidance and to have the residents reflect on theirevolving philosophies. The residents formulated a roughdraft of their teaching philosophy statements in the spring ofthe residency year after having completed many compo-nents of the program. Feedback was given to the residentsby the faculty expert with final statements completed by theresident around one month prior to graduation. The teachingphilosophy statement was included as a part of eachresident’s teaching portfolio.

Teaching portfolio

A teaching portfolio in a hardcopy format was developedduring the year as a compilation and documentation of the

experiences during the program. While there is no stand-ardization among PRTCPs, there have been componentssuggested for teaching portfolios.13,14 Table 2 provides a listof the material that was required for this PRTCP to beincluded in the teaching portfolio. An example of a teachingportfolio was provided during the first pedagogy seminarsession. The resident was required to provide a completedteaching portfolio two weeks prior to the determinedresidency graduation date. Each portfolio was formallyreviewed for assessment by the co-coordinators to ensurethe resident was meeting the program’s requirements. Basedon the assessment and feedback, the resident had anopportunity to update the binder prior to the finalsubmission.

Survey

Participants in the survey were 25 graduates of anaffiliated PGY1 residency of the school of pharmacy andhad completed the PRTCP from June 2008 to June 2011. Atthe time of the survey, there were only PGY1 affiliatedresidents within the ASHP-accredited programs with theschool of pharmacy. Each participant received an invitationby email to voluntarily participate in the survey. Since theinception, there have only been three individuals out of 25who did not elect to complete the program. One new faculty

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member and one affiliated preceptor were excluded from thesurvey due to possible influence on the results from moreinteractions (i.e. didactic teaching or experiential precepting)as pharmacy educators with students in previous experi-ences. The authors (also the co-coordinators of the residencyteaching certificate program) developed the survey afterreviewing similar reports in the literature. The content of thesurvey included brief demographic information of theparticipants, responses to specific questions for the teachingcertificate program using a 5-point Likert scale, and open-ended questions requiring free text feedback from theparticipants. The survey was administered over the monthof July in 2011 through SurveyMonkeyTM, with completionof the survey implying informed consent. There was nobaseline assessment to rate skills, abilities, and confidenceduring the first pedagogy seminar with each residency class.The study was approved as an exempt review by theShenandoah University institutional review board.

Descriptive statistics were used to analyze data from thestudy. Percentages were used to report nominal and ordinaldata, with medians used to report ordinal data.

Results

Of the 25 previous school of pharmacy-affiliated resi-dents, 17 completed the survey, for a response rate of 68%.The breakdown of the respondents was as follows: ninePGY1 residents (based at community hospitals), threePGY1 residents (based at an ambulatory care setting), fourPGY1 residents (based at a Veterans Affairs hospital), andone PGY1 community practice resident. All affiliatedresidencies were ASHP accredited. More residents wentinto faculty-affiliated positions (i.e. full-time or adjunctroles) compared to other positions, followed by clinicalpharmacist positions as indicated in Table 3.

After four years of the PRTCP, participants were able toreflect on their skills and abilities as a teacher, along withconfidence prior to enrollment and after completion of thePRTCP. Prior to the PRTCP, the respondents had a medianscore of three in skill and ability, compared to a medianscore of four after completing all the requirements. Forconfidence, the respondents had a median score of two inconfidence as a teacher, compared to a median score of fourafter completing all the requirements. For these questions, aLikert scale was defined as 1 ¼ very low, 2 ¼ low, 3 ¼neutral, 4 ¼ high, and 5 ¼ very high. Table 4 summarizes

Table 3Current position type of respondents (n ¼ 17)

Category of position Response count (%)

Faculty-affiliated 8 (47)Clinical pharmacist 4 (23.5)Staff pharmacist 2 (11.8)Joint position (clinical or staff plus academia) 2 (11.8)Administrative 1 (5.9)

these results regarding the participant’s skills and abilities,along with confidence at baseline and after the completion ofthe program. Overall, when asked if completion of the RTCPhad been beneficial during their professional career, 94% ofparticipants responded as ‘‘agree’’ or ‘‘strongly agree.’’

Respondents were asked to rank the teaching experi-ences that they have participated in since graduating fromthe PRTCP. The majority noted participating in precepting,followed by small group facilitation, classroom lectures, andin-services (Table 5).

During the survey, the respondents were able to chooseand provide an open response for their teaching experiencessince completing the PRTCP. Respondents seemed to findthe most beneficial aspects of the program to be the moreapplied aspects of the program (lecturing, facilitating smallgroup discussions, precepting students) and the pedagogyseminar series. On the other hand, the least beneficialaspects and areas for improvement of the program includedsome of the individual pedagogy seminar topics, eveningmeetings after other daily residency responsibilities, andtechnology issues.

Discussion

The Shenandoah University joint School of Pharmacyand School of Education and Human Development PRTCPis currently in its sixth year. The program has beeninstrumental in providing a formal and standardized mech-anism to develop and enhance the teaching skills ofresidents from several smaller (three or fewer residentsper program) affiliated pharmacy residency programs, with34 residents having completed the program to date orcurrently enrolled in the program. Certain residency pro-grams may lack the resources and expertise to carry out aPRTCP, and thus affiliation with the school of pharmacymay be beneficial for this purpose. Additionally, severalnew faculty members and residency preceptors who had notformerly completed a PRTCP have also voluntarily com-pleted the program to further enhance their teaching skills.The interdisciplinary collaboration between the school ofpharmacy and education and human development has beenpositive and has enhanced the quality of the instruction overa pharmacist’s expertise, particularly in terms of thepedagogy seminar series.

The survey respondents overall found the PRTCP to bebeneficial in their teaching. Residents’ rating of their abilityand skills as a teacher was increased when comparingbefore and after program completion. Likewise, residents’rating of their confidence as a teacher was increased whencomparing before and after program completion. Themajority of respondents noted precepting as the mostcommon teaching experience since receiving their teachingcertificates, followed by small group facilitation, classroomlectures, and in-services. The school of pharmacy has alsobenefited from the program as enhanced coverage of lecturetopics and precepting responsibilities have been attained

Table 4Teaching ability and confidence of respondents (n ¼ 17)

Survey questionsa Median

Prior to completing the certificate program, I would ratemy ability and skills as a teacher

3

After completing the certificate program, I would rate myability and skills as a teacher

4

Prior to completing the certificate program, I would ratemy confidence as a teacher

2

After completing the certificate program, I would rate myconfidence as a teacher

4

a Response based on a 5-point Likert scale where 1 ¼ very low; 2 ¼ low;

3 ¼ neutral; 4 ¼ high; and 5 ¼ very high.

M.S. Johnson, J.N. Clements / Currents in Pharmacy Teaching and Learning 5 (2013) 276–282 281

through the use of residents. Although these responsibilitiescould have been accomplished by the faculty without theresidents’ assistance, faculty overall were supportive ofmaking lecture and precepting opportunities available to theresidents based on postgraduate education being a part ofthe mission of the school. In addition, the residencyprograms have noted beneficial effects on residency recruit-ment as observed by the residency program directors, ascandidates are more interested in pursuing a PRTCP.

Descriptions and outcomes of several other PRTCPshave been documented in the literature over the past tenyears.1–4 Although the total number of programs that existis not known, the programs that are documented in theliterature are based primarily at large academic institutions.5

One such program is the University of Kentucky Scholar-ship of Teaching and Learning Certificate (STLC) Programin which a pilot program was first developed in 1999. TheSTLC Program is composed of seminar topics, teachingexperiences, and teaching portfolio development. Since itsinception, the program has expanded its outreach and isnow offered to outside residency programs that do not haveaccess to a nearby academic institution.1,2 Another programis the University of Arizona Clinical Pharmacy ScholarsTeaching Certificate Program.3 Some differences in thestructure of the program as compared to the STLC Programexist including no teaching portfolio requirement, more

Table 5Teaching experiences for respondents since completion of teachingcertificate program

Teaching experiences Response count (%)

Experiential/student precepting 15 (93.8)Classroom lectures 9 (56.3)In-services 8 (50)Small group facilitation 12 (75)Continuing education program 2 (12.5)Lab instruction 6 (37.5)Other 4 (23.5)

Other responses were: Veteran education classes, small hospital in-services

for residents, and residency precepting.

teaching seminars, and videotaping and self-evaluation oftwo formal presentations. Both programs generally showedan increase in the residents’ teaching abilities as self-assessed after completion of the programs. The IndianaPharmacy Teaching Certificate (IPTeC) Program is anothersuch program. This program is cosponsored by PurdueUniversity School of Pharmacy and Pharmaceutical Sciencesand Butler University College of Pharmacy and HealthSciences and offered to all residents (also preceptors, newfaculty, and other graduate students) in Indiana. The designof the program is similar in content to the STLC program.The program was evaluated by the graduates one year aftercompletion, and generally showed the program to be usefulin their current positions after residency training.4 OurPRTCP is similar in design to the current documentedprograms with teaching seminars, varied teaching experi-ences, and teaching portfolio development. However, itdiffers from these programs in that it is based at a smalleracademic institution (less than 5000 students) whose missionis primarily teaching.1–4 Likewise, all residency programsparticipating were smaller residency programs (three orfewer residents) that were not based at academic teachinginstitutions. Smaller residency programs that do not have thepersonnel and/or expertise to formally train residents inteaching may find it advantageous to partner with a schoolof pharmacy or larger academic institution for these pur-poses. The partnership with the institution’s school ofeducation and human development in delivering the peda-gogy seminars has likewise been a unique aspect of thisprogram that has strengthened the foundational teachings ofthe program and has integrated well with the training givenby pharmacy faculty. The collaboration did require coordi-nation and understanding between the two disciplines, butdefinitely strengthened the program. Additionally, this studyreports on four years of experiences of the PRTCP, which islonger than most previous reports.

Based on four years of experiences with the PRTCP,much has been learned that can assist in the futuredevelopment of the program. Although video conferencingis currently being employed for residency sites over30 minutes away from campus, connectivity and equipmentissues have occurred at times that have to be addressed.Thus, other technologies such as offering the pedagogyseminar as a web-based series may be explored. This optioncould allow the program to be offered to more residencysites, particularly to residency programs that are notaffiliated with a pharmacy school. Other web conferencingtechnologies such as Blackboard Collaborate 12TM (Black-board, Washington, DC) could be utilized for synchronousactive learning exercises and discussions to complement otherasynchronous programming, allowing the residents to com-plete the pedagogy seminar series when most convenient.Practical applications of the learned material through prepar-ing and delivering lectures, precepting students on rotations,and small group discussions could be coordinated with theresidency program directors at the residency sites with

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guidance from the school of pharmacy. The entire program orselected portions could be made available to residencypreceptors to enhance preceptor-teaching skills, and couldlikewise serve as a means of preceptor development. Theprogram will likewise continue to be offered to all new facultyfor those not having already completed a PRTCP in residencytraining. Finally, standardization of content between otherPRTCPs across the country and incorporation of best practiceguidelines would be helpful for the profession overall.14

There are several limitations to this study. The studyrepresents the experience of one PRTCP of one school ofpharmacy affiliated with multiple smaller residency programs,and thus the findings may not be representative or apply toother programs. Survey questions asked of the residencygraduates were not validated or pretested formally but weresimilar to survey questions employed in other studies. The datarepresents self-reporting and evaluation by the respondents oftheir teaching skills and confidence after completion of thePRTCP, but did measure a baseline assessment before theresidents began the program; thus, inferential statistics werenot reported. Likewise, employers and students were notsurveyed to further judge these learned skills. Comparisonswere not made between residency graduating classes todetermine the influence of different lengths of time sincecompleting the PRTCP. Lastly, although the response rate of68% was likely adequate to describe and assess the value ofthe program, a higher response rate would be ideal.

Conclusions

The Shenandoah University joint School of Pharmacy andSchool of Education and Human Development PRTCPprovides formalized training in teaching through multiplerequirements including pedagogy seminars, didactic andexperiential teaching experiences, small group facilitation,development of a teaching philosophy, and completion of ateaching portfolio. The program, in its sixth year of existence,has included residents from small affiliated residency programsalong with some new faculty and residency preceptors. Thepedagogy seminars are taught in conjunction with the schoolof education and human development, giving a much more in-depth coverage of teaching theories and topics. The programhas increased resident-perceived teaching abilities and con-fidence for affiliated residency programs. Residents have mostcommonly precepted as a teaching responsibility since com-pleting the program, with nearly half of the participantsemployed in full faculty positions. Future plans includeexpansion to other residency sites that do not have access toa formal teaching certificate programs through the use oftechnology. Overall, the program has been successful and hasproven to be mutually beneficial for both the affiliatedresidency sites as well as the schools of pharmacy andeducation and human development.

Acknowledgments

The authors acknowledge Wallace Marsh, MBA, PhD,for his statistical assistance on this manuscript.

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