Embedded Files
The PCP TLC consists of two track options. Both tracks feature:
one-on-one mentoring with PCP faculty
interactive on-campus teaching and learning seminars
exposure to a variety of teaching opportunities
teaching portfolio development
The Preceptor track focuses on introductory teaching and learning topics and experiences that are designed to meet the needs of most PGY1 residents and fellows.
The Academia track provides additional small group, didactic, and experiential teaching opportunities. Participants in the Academia track will also be guided through the process of developing high quality teaching and learning focused on-demand videos. This track requires an application that includes a letter of intent and is best suited for participants in their PGY2 year or those with previous teaching and learning training.
Teaching and Learning Curriculum Program Core Topics
How students learn
Developing learning objectives
Developing assessment strategies
Developing a professional presentation
Tailoring a presentation to the audience
Small-group and large-group facilitation
Active learning strategies
Developing and using a patient case for teaching
Effective use of technology for teaching
Precepting pharmacy students
Developing an experiential education experience
Evaluating student performance and providing feedback
Evaluating teaching experiences
Dealing with difficult students and situations
Developing a self-reflective teaching philosophy
Transitioning from student to teacher
Time management
References
Havrda DE, Engle JP, Anderson KC, Ray SM, Haines SL, Kane-Gill SL, Ballard SL, Crannage AJ, Rochester CD, Parman MG. Guidelines for Resident Teaching Experiences. Pharmacotherapy. 2013 Feb;33(7):147-161. http://www.ncbi.nlm.nih.gov/pubmed/23401039
Wright EA, Brown B, Gettig J, Martello JL, McClendon KS, Smith KM, Teeters J, Ulbrich TR, Wegrzyn N, Bradley-Baker LR. Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education. Am J Health Syst Pharm. 2014 Aug;71(15):1292-302. https://www.ncbi.nlm.nih.gov/pubmed/25027537
Report abuse