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Post-doctoral education for pharmacy practice faculty.

M A Schwartz
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Abstract

Post-doctoral training is becoming increasingly important as a means of preparing for faculty positions in the clinical or pharmacy practice departments of colleges of pharmacy. This article suggests that such training is the most appropriate means of providing the research skills necessary for growth in the academic environment and discusses the impact of post-doctoral programs on the individuals taking them, on the colleges of pharmacy, and on the profession as a whole. For the profession, there is seen a very positive gain as a result of high-training is essential to produce the manpower needed. Some suggestions are offered for enhancing the current level of training.

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Education, Pharmacy, ContinuingFacultyFellowships and ScholarshipsHumansInternship, NonmedicalUnited StatesJournal Article

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BibTeXRIS

M A Schwartz. 1984. Post-doctoral education for pharmacy practice faculty.. https://doi.org/10.1177/106002808401800418

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Peer-mentoring workshop for continuous professional development.

OBJECTIVE: To develop a Professional Skills Enhancement Workshop (PSEW) to assist practitioners who require skills training to maintain competency and meet new standards of practice. Participants for this workshop were identified as those pharmacists who completed the peer review assessment process and who did not meet standards of practice expectations. DESIGN: The full-day workshop consists of a half-day introduction to use of clinical drug information resources and approaches to addressing practice-based questions. The second part of the workshop introduces participants to the use of structured patient-interviewing techniques to elicit information using standardized patients. Participants in the workshop completed self-assessments as well as course evaluations. Subsequent to completion of the course, participants rechallenged the peer review assessment process, a test of their clinical skills consisting of a written test of clinical knowledge and an objective structured clinical examination (OSCE), to provide objective evidence of skills acquisition. ASSESSMENT: Over 90% of participants "agreed" or "strongly agreed" that the PSEW was helpful in reacquainting them with current standards of professional practice. Sixty-nine percent of participants who completed the peer review assessment rechallenge process following completion of the course were able to meet standards of practice expectations. CONCLUSIONS: In developing continuous professional development programs, first identifying the needs of all practitioners is essential. The PSEW provides one model for skills training for practitioners who, for a variety of reasons, may not have maintained the expected level of competency.

Education, Pharmacy, Continuing↗