Lynne M. Sylvia and Judith T. Barr. Pharmacy Education: What Matters in Learning and Teaching
Notice bibliographique
Résumé
Lynne M. Sylvia and Judith T. Barr. Pharmacy Education: What Matters in Learning and Teaching. Sudbury, MA: Jones & Bartlett Learning; 2011. 341 pp, $51.95 (paperback), ISBN 97807673977. Most pharmacy educators are either clinicians or scientists who are passionate about their careers and desire help mold new pharmacists just as their teachers and mentors shaped them. Although the leap from practice academia may be as simple as accepting a different job, new teachers often feel overwhelmed and underprepared as they face the stares of students who appear no more engaged at the end of a lecture than when they first walked into the classroom. This leaves new educators wondering what they have gotten themselves into and whether they will actually be able make a difference in the lives of students. They quickly come the realization that may not be as easy as it first looked. Unlike grade school and high school teachers, few instructors in higher education received formal training in be a Sylvia and Barr have come the rescue with their new book, Pharmacy Education: What Matters in Learning and Teaching. This primer has been specifically written for pharmacy educators using discipline-specific examples. It is a welcome addition the small number of offerings of pharmacy-specific educational literature, but would also be a helpful reference for higher education teachers in other areas, especially in health professional programs. The book discusses all aspects of teaching, beginning with what makes a good teacher and expanding educational theory and analysis of learning styles, and makes the case for a student-centered approach teaching. Sylvia had me hooked on the second page where she states teaching and learning do not exist as separate and distinct activities.. .the facilitation and promotion of learning, rather than the transmission or telling of knowledge, should be at the forefront of all your actions as a teacher. This is what I have come believe in my 8 years in academia, but facilitation is easier said than done. This book provides ample opportunities for the reader learn the building blocks of facilitating and promoting learning. It includes chapters on assessment, large classroom and small-group teaching, application of technology, and specific guidance for laboratory and experiential teaching. The book also includes a chapter on a topic that is not usually covered in how to manuals and which is especially helpful for faculty members in professional educational programs: What Matters in Developing Professionals and Professionalism. This chapter discusses the need incorporate education about professionalism into the curriculum and suggests strategies promote civility and professionalism along with advice on handle unprofessional behavior. Numerous examples that are integral the learning points of the chapter and which the reader can readily relate are provided throughout the text. In particular, chapter 9, What Matters in Experiential Education, contains 2 examples that are easily transferable my own experience as an acute care internal medicine preceptor. Although I have been a pharmacy preceptor for many years, Sylvia offered new ways of enhancing student learning that I can implement tomorrow in my clinical practice as I work with students. …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,003 | 0,007 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,003 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,055 | 0,045 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».