Pharmacy Residents Developing Teaching Skills during the Pharmacy Practice Residency Program: A Closer Look at the Issue
Bibliographic record
Abstract
ABSTRACT Background: A 2003 survey revealed that 53% of pharmacy residents in Canadian residency programs had the development of teaching skills as a personal goal in undertaking the program, yet less than a third felt strongly that the program had helped them to achieve this goal. Objective: To determine the extent to which clinical teaching opportunities are provided during the residency year and to obtain deeper insights (from the perspectives of residents, program graduates, and residency coordinators) into the role of such opportunities in developing teaching and precepting skills. Methods: Recent graduates of a British Columbia (BC) residency program, residents currently enrolled in a BC residency program, coordinators of BC residency programs, and coordinators of other accredited Canadian residency programs were surveyed about various aspects of teaching and precepting. The surveys focused on graduates’ current role as preceptors; training received in this area; residents’ expectations, career goals, and interest in becoming preceptors upon graduation from the program; and approaches to the development of teaching skills in the various programs. Results: Most of the recent graduates of the BC residency programs had become involved in precepting students immediately upon completion of the program, although they had received minimal or no training in this area. Of the 19 residents currently enrolled in the BC programs, 16 (84%) expected that their teaching skills would improve during the program. Only 6 (24%) of the 25 residency program coordinators who were surveyed reported that a teaching activity was incorporated in their programs. The nature, structure, and duration of these activities varied widely. Conclusions: A national debate, involving all potential stakeholders, is needed on the issue of how best to develop pharmacy residents’ teaching skills. RESUME Historique : Un sondage mene en 2003 a revele que 53 % des residents en pharmacie, inscrits dans des programmes de residence au Canada, avaient comme objectif personnel durant leur programme le perfectionnement de leurs aptitudes a l’enseignement, et que moins du tiers ont estime que le programme les avait fortement aides a atteindre cet objectif. Objectif : Determiner dans quelle mesure le programme offre des occasions d’enseignement clinique aux residents au cours de l’annee et mieux comprendre comment ces occasions (du point de vue des residents, des finissants et des coordonnateurs de la residence) servent a perfectionner leurs aptitudes a l’enseignement et au preceptorat. Methodes : Des recents diplomes d’un programme de residence en Colombie-Britannique (C.-B.), des residents actuellement inscrits a un programme de residence en C.-B., des coordonnateurs de programmes de residence en C.-B. ainsi que des coordonnateurs d’autres programmes de residence canadiens agrees ont ete sondes independamment sur divers aspects de l’enseignement et du preceptorat. Les sondages portaient principalement sur le role present des diplomes comme precepteurs; la formation recue dans ce domaine; les attentes, objectifs de carriere et interet des residents a devenir des precepteurs a la fin du programme; et les methodes menant au perfectionnement des aptitudes a l’enseignement dans les divers programmes. Resultats : La plupart des recents diplomes des programmes de residence en C.-B. avaient commence a participer au preceptorat d’etudiants immediatement apres la fin du programme, malgre qu’ils aient recu une formation minimale dans ce domaine, voire aucune. Des 19 residents actuellement inscrits dans les programmes en C.-B., 16 (84 %) s’attendaient a une amelioration de leurs aptitudes a l’enseignement dans le cadre du programme. Seulement 6 (24 %) des 25 coordonnateurs des programmes de residence qui ont ete sondes ont declare qu’une activite d’enseignement etait incluse dans leur programme. La nature, la structure et la duree de ces activites variaient grandement. Conclusions : Un debat national faisant appel a toutes les parties prenantes potentielles est necessaire pour determiner le meilleur moyen de perfectionner les aptitudes a l’enseignement des residents en pharmacie.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".