Pharmacy Post-Graduate Training

Clinical Practice Instructor Academic Fellow

Roosevelt University College of Science, Health and Pharmacy is seeking applications for an Academic Fellow. This individual will be appointed as a full-time, year-round non-tenure track Clinical Instructor. This position is a 2-year visiting faculty appointment, designed to provide training and experience to prepare the individual for a full clinical faculty appointment. The individual appointed to this position will complete teaching, scholarship, and service requirements to successfully complete the fellowship. The clinical responsibilities of the fellow will be consistent with experiences provided in a PGY1 residency and teaching responsibilities will include clinical precepting and didactic course assignments. This faculty position reports to the Academic Fellowship Director. Learn more and apply for the position.

Post-Graduate Teaching and Learning Certification Program

Background

The American Society of Health-System Pharmacists (ASHP) post-graduate year one (PGY1) residency standards strongly encourage programs to offer opportunities to residents to gain teaching experience.1 Outcome E1 of the post-graduate year two (PGY2) standards require that participants demonstrate skills necessary to function in an academic setting.2 Numerous publications describe the effectiveness of residency teaching certificate programs offered by colleges of pharmacy.3-5 Post-graduate training programs that are at colleges of pharmacy typically provide opportunities to gain classroom experience and receive instruction on educational methods. Specific recommendations for Teaching and Learning Programs have been published and are included in this program.6

RUCSHP provides teaching experience for the residents in the Chicagoland area. It would be ideal if the participation of PGY1 and PGY2 residents could be formalized and documented to help prepare them for careers in academia or participate in teaching programs. Pharmacy students benefit from interacting with the residents. Training residents in effective teaching will enhance their skills and possibly lead to a career in clinical practice and/or academia.

Objectives and Goals

This practice-based education program is based on ASHP residency standards and consists of seminars, teaching experience, precepting experience, and developing a teaching portfolio. The primary goal of the Teaching and Learning Program (TLP) is for participants, through practice, to develop skills required to participate in an academic setting.

Contact Information

Daniel Majerczyk, Pharm.D., BCPS, BC-ADM, CACP, Nicole Alvey, Pharm.D., BCPS, FAST 
Roosevelt University College of Science, Health and Pharmacy
1400 N. Roosevelt Blvd. 
Schaumburg, IL 60173
dmajerczyk@roosevelt.edu

Requirements

I. Construct Teaching Portfolio (ASHP PGY1 Standards and Objective E. 6.2.3., 3.2.b.4. and R.4.1 and PGY2 Standards Objective E1.2.7).

A teaching portfolio should contain evidence of an educator’s effectiveness. Although there are no standard content requirements, a teaching portfolio usually includes:

1. Teaching philosophy
2. Faculty evaluations
3. Peer evaluations
4. Student evaluations
5. Lecture handout
6. Test questions
7. Itemized analysis reports
8. Reflection and self-assessment
9. Develop a teaching experience (course syllabus) for an experiential rotation

II. Teach/Precept – for PharmD Residents (ASHP PGY1 Standards and Objective E. 6.1, E.6.2, R.4.1.1 and R.4.2 and PGY2 Standards Objective E1.2.4)

• Precept, under the supervision of the practice-site preceptor, at least one Advanced Pharmacy Practice Experiential (APPEs) students or participate in the Introductory Pharmacy Practice Experience (IPPEs)
• Conduct written midpoint and final evaluations for the students they precept
• Grade presentations and assignments
• Have students evaluate the resident’s teaching

III.  Lecture (ASHP PGY1 Standards and Objective E.6.1, E.6.2, R.4.2.1 and PGY2 Standards Objective E1.2.2)

• 1-hour didactic lecture at the College of Science, Health and Pharmacy, write objectives, design an active learning activity, and construct an assessment 
• Evaluation by the students and a faculty member
• Review student performance on applicable test questions • Self-reflection and assessment of their teaching

IV.  Facilitate or Teaching Assistant (ASHP PGY1 Standards and Objective E.6.2., R.4.1.1 and R.4.2.1 and PGY2 Standards
Objective E1.2.3)

• Document of small-group facilitations on a log form. Some activities that are available to be completed include but are not limited to facilitating: • Institutional IPPE or APPEs.
• Patient case discussions
• Peer evaluations (other residents in these activities).
• Design & facilitate an IPPE/APPE Seminar and an Integrated Sequence (IS) recitation