Evaluation of a Teaching Assistant Program for Third-Year Pharmacy Students

Objectives. To determine if a teaching assistant (TA) program for third-year pharmacy students (PY3s) improves confidence in teaching abilities. Additionally, 3 assessment methods (faculty, student, and TA self-evaluations) were compared for similarities and correlations

Role of online teaching experience in pedagogical innovation in LIS education: An activity-theoretical analysis

The study explored the role of online teaching experience in pedagogical innovation in the area of Library and Information Science (LIS) education. Based on the data from interviews with 25 LIS faculty who have relevant experience and from the syllabi for their courses, the study provides evidence that transitioning courses to online modality leads faculty to incorporate new teaching methods, technology tools and resources into their overall pedagogical repertoire. The study applied Activity Theory framework in a novel way to conduct multi-level analysis of the teaching activity with attention to both activity structure and its context. Both individual and institutional cases are described in detail, using unified Activity Theory-based vocabulary. This analytical approach allowed the discussion of individual and institutional factors that drive pedagogical innovation. The study links innovation to changes in actions that comprise the teaching activity and suggests that innovative pedagogies are more likely to develop in the context of asynchronous online teaching. The study findings paint a rich picture of teaching activity continuously evolving through instructional mode changes. Common paths as well as variations are described, including discussion of pros and cons of online and face-to-face teaching and the ways they can be combined in various hybrid (blended) instruction models for optimal teaching and learning experience. The analytical separation of individual and contextual factors provided foundation for recommendations for practice aimed at both individual instructors and academic institutions.Doctor of Philosoph

Design, Implementation, and Outcomes of a Three-week Pharmacy Bridging Course

Objective. To evaluate the design, implementation, and outcomes of a three-week pharmacy bridging course (PBC) covering five math and science areas for first-year doctor of pharmacy students in fall 2015

Student Perceptions of a Flipped Pharmacotherapy Course

Objective. To evaluate student perception of the flipped classroom redesign of a required pharmacotherapy course

Limited Predictive Utility of Admissions Scores and Objective Structured Clinical Examinations for APPE Performance

Objective. To examine the relationship between admissions, objective structured clinical examination (OSCE), and advanced pharmacy practice experience (APPE) scores

The Impact of Blended Learning on Student Performance in a Cardiovascular Pharmacotherapy Course

Objective. To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students

Flipped classroom implementation: A case report of two higher education institutions in the United States and Australia

This case report explored the implementation of flipped classrooms at two higher education institutions. Experiences and publications from the institutions were used to identify and describe common themes, including successes and challenges encountered along with potential solutions to common misalignments, particularly as related to technology-enhanced learning. Strategies for selecting and delivering pre-class content, designing and implementing in-class activities, and identifying and using assessments to inform practice are described. Overall design considerations include instructor skill development, student buy-in, and institutional support for the model. This report highlights several critical approaches to effectively designing and implementing the flipped classroom model, with consideration given to the use of technology to support this innovation

Flipped Classroom Implementation: A Case Report of Two Higher Education Institutions in the United States and Australia

This case report explored the implementation of flipped classrooms at two higher education institutions. Experiences and publications from the institutions were used to identify and describe common themes, including successes and challenges encountered along with potential solutions to common misalignments, particularly as related to technology-enhanced learning. Strategies for selecting and delivering pre-class content, designing and implementing in-class activities, and identifying and using assessments to inform practice are described. Overall design considerations include instructor skill development, student buy-in, and institutional support for the model. This report highlights several critical approaches to effectively designing and implementing the flipped classroom model, with consideration given to the use of technology to support this innovation