Supporting quality in experiential education through enhanced faculty engagement

Research output: Contribution to journalComment/debate

2 Citations (Scopus)

Abstract

Introduction There are ongoing assessment and improvement activities related to strategies to improve the quality of education in the complex and resource-intensive area of experiential education (EE). One undescribed approach for design and delivery of EE programs for schools and colleges, with reliance on volunteer preceptors, is to utilize clinical practice faculty in formal partnerships with EE leadership to enhance curriculum and assessment. Commentary and implications Clinical practice faculty, who possess practice setting expertise, can serve as course directors for advanced pharmacy practice experience (APPE) rotations. In this role, they can collaborate with EE faculty and staff to create more course-specific expectations, learning objectives, and criteria for APPE rotation experiences. This model could increase consistency for students and preceptors, using an approach that is analogous to content experts serving as course directors in didactic curriculum. This commentary explores the potential of this strategy to increase quality and consistency in EE.

Original languageEnglish (US)
Pages (from-to)962-965
Number of pages4
JournalCurrents in Pharmacy Teaching and Learning
Volume9
Issue number6
DOIs
StatePublished - Nov 2017

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Education
Curriculum
Curricula
Volunteers
Learning
Students

Keywords

  • Curricular model
  • Experiential education
  • Faculty engagement
  • Quality improvement

Cite this

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title = "Supporting quality in experiential education through enhanced faculty engagement",
abstract = "Introduction There are ongoing assessment and improvement activities related to strategies to improve the quality of education in the complex and resource-intensive area of experiential education (EE). One undescribed approach for design and delivery of EE programs for schools and colleges, with reliance on volunteer preceptors, is to utilize clinical practice faculty in formal partnerships with EE leadership to enhance curriculum and assessment. Commentary and implications Clinical practice faculty, who possess practice setting expertise, can serve as course directors for advanced pharmacy practice experience (APPE) rotations. In this role, they can collaborate with EE faculty and staff to create more course-specific expectations, learning objectives, and criteria for APPE rotation experiences. This model could increase consistency for students and preceptors, using an approach that is analogous to content experts serving as course directors in didactic curriculum. This commentary explores the potential of this strategy to increase quality and consistency in EE.",
keywords = "Curricular model, Experiential education, Faculty engagement, Quality improvement",
author = "Frail, {Caitlin K.} and Chapman, {Scott A.} and Christene Jolowsky and Moon, {Jean Y.} and Philbrick, {Ann M.}",
year = "2017",
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language = "English (US)",
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journal = "Currents in Pharmacy Teaching and Learning",
issn = "1877-1297",
publisher = "Elsevier Inc.",
number = "6",

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T1 - Supporting quality in experiential education through enhanced faculty engagement

AU - Frail, Caitlin K.

AU - Chapman, Scott A.

AU - Jolowsky, Christene

AU - Moon, Jean Y.

AU - Philbrick, Ann M.

PY - 2017/11

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N2 - Introduction There are ongoing assessment and improvement activities related to strategies to improve the quality of education in the complex and resource-intensive area of experiential education (EE). One undescribed approach for design and delivery of EE programs for schools and colleges, with reliance on volunteer preceptors, is to utilize clinical practice faculty in formal partnerships with EE leadership to enhance curriculum and assessment. Commentary and implications Clinical practice faculty, who possess practice setting expertise, can serve as course directors for advanced pharmacy practice experience (APPE) rotations. In this role, they can collaborate with EE faculty and staff to create more course-specific expectations, learning objectives, and criteria for APPE rotation experiences. This model could increase consistency for students and preceptors, using an approach that is analogous to content experts serving as course directors in didactic curriculum. This commentary explores the potential of this strategy to increase quality and consistency in EE.

AB - Introduction There are ongoing assessment and improvement activities related to strategies to improve the quality of education in the complex and resource-intensive area of experiential education (EE). One undescribed approach for design and delivery of EE programs for schools and colleges, with reliance on volunteer preceptors, is to utilize clinical practice faculty in formal partnerships with EE leadership to enhance curriculum and assessment. Commentary and implications Clinical practice faculty, who possess practice setting expertise, can serve as course directors for advanced pharmacy practice experience (APPE) rotations. In this role, they can collaborate with EE faculty and staff to create more course-specific expectations, learning objectives, and criteria for APPE rotation experiences. This model could increase consistency for students and preceptors, using an approach that is analogous to content experts serving as course directors in didactic curriculum. This commentary explores the potential of this strategy to increase quality and consistency in EE.

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