Wilder Justin Cole, Diec Sandy
Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, USA.
Department of Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, Houston, TX, USA.
Am J Pharm Educ. 2025 Apr;89(4):101382. doi: 10.1016/j.ajpe.2025.101382. Epub 2025 Feb 28.
This narrative review explores instructional coaching as a valuable faculty development strategy in pharmacy education to enhance teaching practices and improve student learning outcomes. This manuscript serves as a preliminary examination of the potential benefits of instructional coaching, drawing on current literature.
The Accreditation Council for Pharmacy Education standards emphasize professional development to improve faculty performance. However, traditional offerings often lack personalization, sustained practice, and empirical links to improved student achievement. In contrast, instructional coaching provides personalized, job-embedded support through collaborative dialogue. It fosters the application of evidence-based teaching methods, promotes educator self-reflection on learner-centered practices, and bridges the gap between theory and practice. While limited data exist on instructional coaching in pharmacy education, substantial research demonstrates that it significantly enhances teaching quality and student outcomes in elementary and secondary education. Instructional coaching encourages instructors to engage in critical reflection on their teaching philosophies and learners' needs. This reflective practice is essential for academic development and for transitioning from educator-centered to learner-centered instruction.
Instructional coaching emerges as a promising model to improve pharmacy faculty's instructional practices and student learning outcomes. By providing personalized, job-embedded support fostering reflective practice, it can shift beliefs and bridge the gap between theory and practice. Pharmacy education stakeholders should implement and evaluate instructional coaching through robust research to validate its effectiveness, examining impacts on instructor development, teaching quality, and student achievement. As learner needs evolve, this faculty development approach ultimately aims to enhance pharmacy education and promote student success.
本叙述性综述探讨教学指导作为药学教育中有价值的教师发展策略，以改进教学实践并提高学生学习成果。本文基于当前文献，对教学指导的潜在益处进行初步考察。
药学教育认证委员会的标准强调专业发展以提高教师绩效。然而，传统的培训方式往往缺乏个性化、持续实践以及与学生成绩提高的实证联系。相比之下，教学指导通过协作对话提供个性化的、基于工作的支持。它促进循证教学方法的应用，推动教育工作者对以学习者为中心的实践进行自我反思，并弥合理论与实践之间的差距。虽然药学教育中关于教学指导的数据有限，但大量研究表明，它能显著提高中小学教育的教学质量和学生成绩。教学指导鼓励教师对自己的教学理念和学习者需求进行批判性反思。这种反思性实践对于学术发展以及从以教育者为中心的教学向以学习者为中心的教学转变至关重要。
教学指导成为一种有前景的模式，可改善药学教师的教学实践和学生学习成果。通过提供个性化的、基于工作的支持以促进反思性实践，它可以转变观念并弥合理论与实践之间的差距。药学教育利益相关者应通过有力的研究来实施和评估教学指导，以验证其有效性，考察对教师发展、教学质量和学生成绩的影响。随着学习者需求的演变，这种教师发展方法最终旨在提升药学教育并促进学生成功。
