| Autor: |
Lancaster JW; School of Pharmacy, Northeastern University, Boston, Massachusetts., Stein SM; School of Pharmacy, Pacific University, Hillsboro, Oregon., MacLean LG; College of Pharmacy, Washington State University, Spokane, Washington., Van Amburgh J; School of Pharmacy, Northeastern University, Boston, Massachusetts., Persky AM; Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina. |
| Abstrakt: |
Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school. |
Full Text from ScienceDirect