Peters Lindsey, Long Brittany, Eddy Emily, Kuhn Kayli, Huppert Chelsea
PharmD, BCPS. Associate Professor of Pharmacy Practice. Raabe College of Pharmacy, Ohio Northern University. Ada, OH (United States).
PharmD, BCACP. Assistant Professor of Pharmacy Practice. Raabe College of Pharmacy, Ohio Northern University. Ada, OH (United States).
Pharm Pract (Granada). 2021 Jul-Sep;19(3):2423. doi: 10.18549/PharmPract.2021.3.2423. Epub 2021 Aug 30.
Currently, there are no accreditation requirements for pharmacy resident teaching certificate programs (RTCPs) but rather suggested guidelines and documents for individual programs to follow. RTCP curriculums are often "handed-down" from past personnel and vary based on individual interpretation. Quality improvement may be overlooked when programs do not report to governing bodies.
The primary objective of this quality improvement project was threefold: 1) to identify past RTCP participants' perceptions regarding program seminars, activities, and requirements; 2) to determine the short-term and long-term impact on participant careers and interaction with learners; and 3) to improve the program to meet participants' needs.
A 25 item Qualtrics survey was sent to 93 past pharmacy residents who completed the RTCP. Delivery of the survey was confirmed to 89 previous residents. Participants provided consent and were given 12 days to complete the survey. Data was collected and coded by the research team independently.
The participants hold positions in a variety of roles, with 68.3% of participants currently holding a non-academia position. The top five most beneficial activities during the RTCP were: giving a large room lecture, facilitating small group learning, developing test questions, delivering professional CE, and meeting with their teaching mentor. Most seminar topics were beneficial to residents during the RTCP, with over two-thirds of the topics (n=23) found beneficial by at least 90% of the participants. A total of 92.9% of respondents said that the most beneficial aspect of having an assigned mentor was the teaching advice and feedback provided.
The perceptions and beliefs of past RTCP participants were obtained regarding how beneficial the programming, activities, and mentorship offered were during and after RTCP completion. Quality improvement ideas from this work include redistribution of time in seminars compared to hands-on activities, the adoption of tracks or concentrations within the RTCP, and the creation of mentor training and development.
目前，对于药学住院医师教学证书项目（RTCPs）没有认证要求，只有供各个项目遵循的建议指南和文件。RTCP课程通常由过去的人员“传承”下来，并且因个人理解而有所不同。当项目不向管理机构汇报时，质量改进可能会被忽视。
这个质量改进项目的主要目标有三个方面：1）确定过去的RTCP参与者对项目研讨会、活动和要求的看法；2）确定对参与者职业生涯以及与学习者互动的短期和长期影响；3）改进项目以满足参与者的需求。
向93名完成RTCP的过去药学住院医师发送了一份包含25个条目的Qualtrics调查问卷。已确认向89名之前的住院医师发送了调查问卷。参与者提供了同意书，并被给予12天时间完成调查。数据由研究团队独立收集和编码。
参与者担任各种角色，68.3%的参与者目前担任非学术职位。RTCP期间最有益的五项活动是：进行大教室讲座、促进小组学习、编写测试题、提供专业继续教育以及与教学导师会面。大多数研讨会主题在RTCP期间对住院医师有益，超过三分之二的主题（n = 23）至少90%的参与者认为有益。共有92.9%的受访者表示，有指定导师最有益的方面是提供的教学建议和反馈。
获得了过去RTCP参与者对RTCP期间及完成后提供的课程、活动和指导的益处的看法和信念。这项工作提出的质量改进想法包括：与实践活动相比，重新分配研讨会时间；在RTCP内采用不同的方向或专业领域；以及开展导师培训和发展工作。
