Pharmacy Education: What Matters in Learning and Teaching is an essential resource for any pharmacy faculty member. More than a narration of the philosophical aspects of teaching and personal perspectives on life as a faculty member, it explores 'what matters", "why it matters", and "how to apply" the matter to teaching, learning, and assessment in pharmacy education. It covers a variety of teaching settings (e.g., large classroom, small group teaching, clinical site) and guides the reader in developing a deeper understanding of what it means to be a teacher. Scenarios are included in each chapter, offering readers the opportunity to readily apply educational theory to their role as educators and to adapt the book's content to their specific educational setting. The reader, whether a part-time faculty member, full-time faculty member, or adjunct professor/preceptor, is given the opportunity to personalize the material addressed in the text to his/her stage of development through engagement in reflective workbook exercises.
Pharmacy Education: What Matters in Learning and Teaching is a valuable tool for mid-level senior-level faculty members as well as for new faculty. This text can also serve as a resource for adjunct faculty members and pharmacy residency directors and preceptors to aid in the development and refinement of clinical educational programs in pharmacy. This book will be a valuable tool for not only individual pharmacy educators but for schools of pharmacy and pharmacy residency programs in their provision of faculty development and preceptor development programs.
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abilities academic active learning advising advisor American Pharmacists Association AmJPharm Educ answer apply areas assessment assignment audience response systems behaviors challenge chapter classroom clickers clinical Clinical Pharmacy cognitive components consider curriculum dents diabetes discussion doctor of pharmacy domain drug effective engage enhance evaluation exam example experience experiential education facilitate faculty development faculty member feedback goals guidelines healthcare higher education identify important improve individual input institution instructor interaction IPPE or APPE knowledge learner learner-centered learning environment learning styles lecture ment Millennial Northeastern University Boston ofthe organizations OSCE outcomes patient performance pharmacists pharmacy education pharmacy practice preceptor profes questions Reflective Exercise relationship response systems role scenario school of pharmacy skills SoTL specific strategies student learning systems approach systems thinking teacher teaching and learning tion topic