Current State of and Opportunities for Enhancing Peer Evaluation Practices Across the Pharmacy Academy.

Autor: Morbitzer KA; University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina kmorbitzer@unc.edu., McLaughlin JE; University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina., Henson B; University of Kentucky, College of Pharmacy, Lexington, Kentucky., Fassett KT; University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina., DiVall MV; Northeastern University, School of Pharmacy, Boston, Massachusetts.
Jazyk: angličtina
Zdroj: American journal of pharmaceutical education [Am J Pharm Educ] 2022 Nov; Vol. 86 (8), pp. ajpe8887. Date of Electronic Publication: 2022 Jan 05.
DOI: 10.5688/ajpe8887
Abstrakt: Objective. To examine and summarize policies and procedures for peer evaluation of teaching/instructional coaching (PET/IC) programs within departments, schools, and colleges of pharmacy and to identify opportunities for improving these based on best practices. Methods. A survey was sent to all Accreditation Council for Pharmacy Education (ACPE)-accredited pharmacy programs to collect information regarding procedures to support and evaluate PET/IC programs across institutions. Descriptive statistics were used to summarize the general features of PET/IC programs, and inferential statistics were used to make group comparisons based on institutional control (public, private) and institution age (0-10 years, older than 10 years). Results. Surveys for 91 institutions were completed (response rate=64.5%). Most institutions (78.4%) reported having a PET/IC program. Most institutions with PET/IC programs reported using a combination of formative and summative evaluations (57.4%). The top purposes for PET/IC programs were faculty development (35.8%) and improving teaching (35.8%). Almost half of the PET/IC programs (46.3%) were mandatory for all faculty at the institutions. Most institutions (66.7%) had one standardized instrument used in their PET/IC program. Few institutions (11.9%) reported evaluating or being in the process of evaluating the effectiveness or success of their PET/IC program. Private institutions were more likely to incentivize observers than public institutions (17.1% vs 0). Conclusion. Overall, PET/IC programs are needed to assess and provide feedback to instructors about their teaching practices. While most institutions report having a PET/IC program, wide variability exists in how the programs are implemented. Opportunities exist for institutions to evaluate the effectiveness of their program and identify best practices.
(© 2022 American Association of Colleges of Pharmacy.)
Databáze: MEDLINE
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