All PCP TLC participants are required to complete at least 4 self-directed learning (SDL) activities on teaching and learning topics of their choosing with reflections uploaded to their teaching portfolios. Participants in the Academia track additionally create teaching and learning focused videos.
Option #1 Participants may fulfill their 4 self-directed learning activity requirements by viewing the videos created by Academia track participants below, providing constructive feedback, and writing a reflection on how they will apply what they have learned.
Option #2 Participants may attend teaching and learning sessions at regional/national conferences, complete online training modules, or read articles. Activities and readings should focuses on the knowledge, skills, or attitudes involved in the process of teaching and learning. Some example online learning options are also listed at the bottom of this page. As a general rule of thumb each SDL online activity, video, or reading should take approximately 1 hour to complete in order to count for this requirement. When in doubt, ask your mentor if a session, activity, or reading will qualify.
Academia Track Videos - Participants in the Academia track are mentored through the process of developing teaching and learning focused on-demand videos that serve as self-directed learning activities for other participants in the program.Â
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Ende J. Feedback in clinical medical education. JAMA. 1983 Aug 12;250(6):777-81. Link
Dell KA, Wantuch GA. How-to-guide for writing multiple choice questions for the pharmacy instructor. Curr Pharm Teach Learn. 2017 Jan - Feb;9(1):137-144. Link
Tofade T, Elsner J, Haines ST. Best Practice Strategies for Effective Use of Questions as a Teaching Tool. Am J Pharm Educ. 2013 Sep 12; 77(7): 155. Link
Van Amburgh JA, Devlin JW, Kirwin JL, Qualters DM. A Tool for Measuring Active Learning in the Classroom. Am J Pharm Educ. 2007 Oct 15; 71(5): 85. Link
Holdford DA. Is a Pharmacy Student the Customer or the Product? Am J Pharm Educ. 2014 Feb 12; 78(1): 3. Link
Weitzel KW, Walters EA, Taylor J. Teaching clinical problem solving: a preceptor's guide. Am J Health Syst Pharm. 2012 Sep 15;69(18):1588-99. Link
Wheeler DJ, Zapata J, Davis D, Chou C. Twelve tips for responding to microaggressions and overt discrimination: When the patient offends the learner. Med Teach. 2019 Oct;41(10):1112-1117. Link