UNIVERSITY AT BUFFALO SCHOOL OF PHARMACY AND PHARMACEUTICAL SCIENCES TEACHING AND LEARNING CERTIFICATE PROGRAM

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1 UNIVERSITY AT BUFFALO SCHOOL OF PHARMACY AND PHARMACEUTICAL SCIENCES TEACHING AND LEARNING CERTIFICATE PROGRAM COURSE COORDINATOR Erin Slazak, Pharm.D., BCPS Clinical Assistant Professor 210 Kapoor Hall Phone: OVERALL LEARNING OUTCOME The University at Buffalo School of Pharmacy and Pharmaceutical Sciences (UB SPPS) offers to postdoctoral residents and post doctoral fellows the opportunity to complete a local certificate program in the area of teaching and learning. At the end of this program, participants should have an initial set of knowledge, skills and attitudes to enhance your skills as clinical preceptor, faculty mentor, patient and health professional educator/colleague and junior faculty member with a focus on student centered active learning. The desired outcome of this course and the available teaching opportunities is to help the learner grow to demonstrate (the) skills required to function in an academic setting by gaining an understanding of faculty roles and responsibilities and acquiring the ability to exercise teaching skills essential to pharmacy faculty. See attached for applicable RLS objectives. CERTIFICATE PROGRAM ORGANIZATN The program will consist of 2 full day seminars on July 9 th and 16 th. The program will take place in Kapoor Hall 183 A/B. Participants will be presented information related to pharmacy, pharmacy education and/or higher education. Active learning principles will be employed and students will be given opportunities throughout the seminars to work on items such as learning objectives, exam questions, and a teaching philosophy. CERTIFICATE PROGRAM REQUIREMENTS Two versions of the teaching certificate will be offered this year. Please see below for the requirements for each certificate and discuss each option with your program director. Option 1: Basics of Teaching Certificate The Basics of Teaching Certificate will be awarded to participants who have attended the 2 day seminar, including the self assessment questions embedded in the course materials. 1

2 Option 2: Advanced Academic Teaching Certificate* The Advanced Academic Teaching Certificate will be awarded to participants who have completed the following: Attendance at the 2 day seminar including completion of self assessment questions embedded in the course materials At least one (1) didactic lecture within the UB SPPS PharmD curriculum At least one (1) small group teaching/facilitating experience within the UB SPPS PharmD curriculum At least one (1) six week precepting experience Submission of a signed checklist (see Page 8) verifying completion of above activities to the course coordinator no later than May 1, 2016 *Residents opting to attain the Advanced Academic Teaching Certificate must identify a teaching mentor within the UB SPPS no later than September 1, 2015 and work with that mentor to develop a plan for meeting the above requirements. REQUIRED TEXTS/COURSE MATERIALS There are no required texts for this course. The materials for this certificate program will be available from the UB Learns site (residents must contact Mary mek5@buffalo.edu for assistance in obtaining a UB log in). UNIVERSITY AT BUFFALO CENTER FOR EDUCATNAL INNOVATN The University at Buffalo Center for Educational Innovation is a valuable resource available to residents, fellows and faculty to enhance their skills as educators. It is highly recommended that each participant attend one session of their choice during this Teaching and Learning Certificate Program. The list of available programs and resources can be found at the following web site: If you have difficulty registering for a course, please let us know and we will be able to assist you in registering for this course. Many of these courses are very popular and may fill up quickly. RLS OBJECTIVES Outcome E2: Demonstrate skills required to function in an academic setting. Goal E2.1: Understand faculty roles and responsibilities. OBJ E2.1.1 (Comprehension) Explain variations in the expectations of different colleges/schools of pharmacy for teaching, practice, research, and service. Discuss how the different missions of public versus private colleges/schools of pharmacy can impact the role of faculty members. Discuss maintaining a balance between teaching, practice, research and service. 2

3 Discuss the relationships between scholarly activity and teaching, practice, research and service. OBJ E2.1.2 (Analysis) Explain the role and influence of faculty in the academic environment. Explain the responsibilities of faculty in governance structure (e.g. the faculty senate, committee service). Describe the responsibilities of faculty (e.g. curriculum development and committee service) related to teaching, practice, research, and service roles. OBJ E2.1.3 (Comprehension) Describe the academic environment. Describe how the decisions by university and college administration impact the faculty. Discuss outside forces (e.g. change in the profession, funding source, accreditation requirements) that impact administrator and faculty roles. OBJ E2.1.4 (Comprehension) Describe the types and ranks of faculty appointments. Explain the various types of appointments (e.g. non tenure, tenure track, and tenured faculty). Differentiate among the various ranks of faculty (e.g. instructor, assistant professor, associate professor, full professor). Discuss the role and implications of part time and adjunct faculty as schools continue to expand and faculty shortages occur. OBJ E2.1.5 (Comprehension) Discuss the promotion and tenure process for each type of appointment. Identify the types of activities that are considered in the promotion process. Identify the types of activities that are considered for tenure. OBJ E2.1.6 (Application) Identify resources available to help develop academic skills. Explain the role of academic related professional organizations (e.g. AACP) in faculty professional development. Identify resources to help develop teaching skills and a teaching philosophy. OBJ E2.1.7 (Comprehension) Explain the characteristics of a typical affiliation agreement between a college of pharmacy and a practice site (e.g., health system, hospital, clinic, retail pharmacy). Explain how the political environments of either a college or a practice site may affect the other. Goal E2.2: Exercise teaching skills essential to pharmacy faculty. OBJ E2.2.1 (Synthesis) Develop an instructional design for a class session, module, or course. 3

4 Construct a student centered syllabus. Construct educational objectives for a class session, module, or course that is appropriate to the audience. Identify appropriate instructional strategies for the class session, module, or course to achieve the objectives. Consider assessment tools that measure student achievement of the educational objectives. OBJ E2.2.2 (Synthesis) Prepare and deliver didactic instruction on a topic relevant to the specialized area of pharmacy residency training. Identify educational technology that could be used for a class session, module, or course (e.g., streaming media, course management software, audience response systems). Create instructional materials appropriate for the topic and audience. Identify strategies to deal with difficult learners. Given feedback from teaching evaluations (e.g. student and or peer), devise a plan to incorporate improvements in future instruction. OBJ E2.2.3 (Application) Develop and deliver cases for workshops and exercises for laboratory experiences. Identify the appropriate level of case based teachings for small group instruction. Identify appropriate exercises for laboratory experiences. Provide appropriate and timely feedback to improve performance. OBJ E2.2.4 (Application) Serve as a preceptor or co preceptor utilizing the four roles employed in practice based teaching (direct instruction, modeling, coaching and facilitation). Assess the learner s skill level to determine the appropriate preceptor strategy for providing practice based teaching. Given performance based criteria, identify ways to provide constructive feedback to learners. Develop strategies to promote professional behavior. Identify strategies to deal with difficult learners in the practice setting. Given a diverse learner population, identify strategies to interact with all groups with equity and respect. OBJ E2.2.5 (Analysis) Develop a teaching experience for a practice setting (e.g., introductory or advanced pharmacy experience). Create educational goals and objectives to be achieved. Develop activities that will allow achievement of identified educational goals and objectives. Identify how and when feedback should be provided. 4

5 Identify other preceptors for the experience, if appropriate. Determine training that might be needed for the preceptors to deliver student education. Identify potential challenges of precepting and providing patient care services simultaneously. OBJ E2.2.6 (Synthesis) Design an assessment strategy that appropriately measures the specified educational objectives for the class session, module, course, or rotation. Identify appropriate techniques for assessing learning outcomes in various educational settings [e.g., written examinations, oral examinations, practical examinations, Objective Structured Clinical Examination (OSCE)]. Develop examination questions to assess the knowledge, skills, attitudes and behaviors that are appropriate to the learner s level and topic. Discuss the various methods for administering examination questions (e.g., computerized testing, paper testing). OBJ E2.2.7 (Evaluation) Create a teaching portfolio. Define the concept of a teaching portfolio and describe its primary purpose Outline the steps in building a teaching portfolio. Develop a personal teaching philosophy to guide one s teaching efforts and facilitate student learning. OBJ E2.2.8 (Evaluation) Compare and contrast methods to prevent and respond to academic and profession dishonesty. Evaluate physical and attitudinal methods to prevent academic dishonesty. Discuss methods of responding to incidents of academic dishonesty. Discuss the role of academic honor committees in cases of academic dishonesty. Identify examples and methods to address unprofessional behavior in learners. OBJ E2.2.9 (Comprehension) Explain the relevance of copyright laws to developing teaching materials. Discuss copyright regulations as related to reproducing materials for teaching purposes. Discuss copyright regulations as related to linking and citing on line materials. 5

6 Teaching and Learning Certificate Program Schedule DAY 1 (Thursday, 7/9) Time Topic Speaker 8:00am 8:30am Breakfast and Welcome E. Slazak 8:30am 10:30am 10:30am 10:45am 10:45am 11:45am 11:45am 1:00pm 1:00pm 2:30pm 2:30pm 2:45pm 2:45pm 3:45pm 3:45pm 4:30pm Large Group Teaching (E2.2.1, E2.2.2, E2.2.9) Small Group Teaching (E2.2.1, E2.2.2, E2.2.3, E2.2.9) Using Technology in the Classroom (E2.2.1, E2.2.2) Break Writing A Teaching Philosophy and Starting Your Teaching Portfolio (E2.2.7) Lunch on your own Developing Rubrics and Grading Assignments (E2.2.6) Break Interprofessional Education and Simulation Based Learning (E2.2.1, E2.2.2) Using Teacher Evaluations to Become a Better Teacher (E2.2.2) N. Albanese N. Albanese G. Prescott J. Sawyer F. Doloresco 6

7 DAY 2 (Thursday, 7/16) Time Topic Speaker 8:00am 8:30am Breakfast 8:30am 9:30am Writing and Grading Examinations (E2.2.1, E2.2.6) E. Slazak 9:30am 10:30am Faculty Roles and Responsibilities (E2.1.1 E2.1.7) Academic Dishonesty (E2.2.8) E. Bednarczyk 10:30am 10:45am 10:45am 12:00pm 12:00pm 12:30pm 12:30pm 3:30pm Break Curriculum and Assessment Writing Learning Objectives (E2.2.1) Curricular Assessment (E2.2.6) Writing a Course Syllabus (E2.2.1) Lunch Effective Precepting/Mentoring of Students (E2.2.4, E2.2.5): Active Learning Approaches for Experiential Learning Teaching Theory Tips and Resources for Preceptors Delivering Effective Feedback C. Van Zile Tamsen P. Brody E. Slazak 3:30pm 4:00pm Enhancing Your Presentation Skills T. Demler 4:00pm 4:30pm Panel Discussion E. Slazak, N. Albanese, P. Brody, T. Demler 7

8 University at Buffalo School of Pharmacy and Pharmaceutical Sciences Verification for Completion of Advanced Academic Teaching Certificate Attendance at 2 day seminar (July 9 th and 16 th, 2015) and completion of embedded pre and post test questions Small group teaching experience Description: Mentor: Large group lecture Description: Mentor: ACPE accredited continuing education program Program Title: Precepting learning experience Site/Module: Preceptor/Mentor: By signing below, I verify that has satisfactorily completed all of the above learning experiences. Program Director or Teaching Mentor: Printed: Signed: Dated: Resident: Printed: Signed: Dated: This form must be completed, signed and forwarded to the course coordinator no later than May 1, If additional time is required for completion, please contact the course coordinator: Erin Slazak, Pharm.D., BPCS emsabia@buffalo.edu 8