A lot in a little: Assessment of skills laboratory course structures and faculty workloads.

Autor: Bradley CL; High Point University Fred Wilson School of Pharmacy, One University Parkway, High Point, NC 27268, United States. Electronic address: cbradley@highpoint.edu., Curtis SD; University of Florida College of Pharmacy, 1225 Center Drive, Gainesville, FL 32610, United States. Electronic address: scurtis@cop.ufl.edu., Morris EJ; University of Florida College of Pharmacy, 1225 Center Drive, Gainesville, FL 32610, United States. Electronic address: earl.morris@ufl.edu., Anksorus HN; University of North Carolina Eshelman School of Pharmacy, 301 Pharmacy Lane, Chapel Hill, NC 27599, United States. Electronic address: hanksoru@email.unc.edu., Sourial M; Palm Beach Atlantic University, Gregory School of Pharmacy, 901 South Flagler Drive, West Palm Beach, FL 33416, United States. Electronic address: mariette_sourial@pba.edu., Donohoe KL; Virginia Commonwealth University School of Pharmacy, 410 North 12th Street, Richmond, VA 23298, United States. Electronic address: KLDonohoe@vcu.edu.
Jazyk: angličtina
Zdroj: Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2023 Sep; Vol. 15 (9), pp. 801-807. Date of Electronic Publication: 2023 Aug 04.
DOI: 10.1016/j.cptl.2023.07.017
Abstrakt: Introduction: Pharmacy skills development is essential to pharmacy programs to ensure "practice-ready" graduates. The objective was to describe the landscape of skills laboratory (lab) courses and faculty workload across United States schools and colleges of pharmacy (S/COP).
Methods: The American Association of Colleges of Pharmacy Laboratory Instructors Special Interest Group disseminated an anonymous questionnaire to collect faculty demographics, skills lab format, faculty workload, and job satisfaction. Descriptive statistics were generated, and paired t-tests were used to assess changes before and during COVID-19.
Results: Faculty from 44 of 142 S/COP responded. Participants (n = 45) were more frequently assistant professors (49%), non-tenure track (80%), and female (98%). A mean of 103 students per class, with a mean of two lab courses in both the first and second years and 1.6 in the third year were reported. Courses had a mean 1.6 lab coordinators each. Many institutions leverage non-lab faculty, pharmacy volunteers, post-graduate trainees, and senior professional students to assist. Faculty reported a mean 28.2 hours per week related to lab activities. The mean assigned percent effort was 44% for teaching in the skills lab, demonstrating consistency with effort calculations. Job satisfaction (scale 1-10) decreased from 7.6 before COVID-19 to 6.4 during COVID-19 (P < .01), with satisfaction specifically with their lab role decreasing from 7.5 to 6.6 (P = .003).
Conclusions: Skills lab faculty reported significant time coordinating labs and identified the need for additional support. S/COP should ensure appropriate personnel resources are available to provide quality clinical skills training.
Competing Interests: Declaration of Competing Interest None.
(Copyright © 2023 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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