Evaluation of criteria utilized in the recognition of teaching excellence awards

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• 作者：Mary E. Kiersma ; PharmD ; PhD^a ; Aleda M.H. Chen ; PharmD ; PhD^b ; ^{amchen@cedarville.edu" class="auth_mail" title="E-mail the corresponding author} ; Erika L. Kleppinger ; PharmD ; BCPS ; CDE^c ; Elizabeth W. Blake ; PharmD ; BCPS^d ; Nicholas M. Fusco ; PharmD ; BCPS^e ; Vicky Mody ; PhD^f ; Marc E. Gillespie ; PhD^g ; Maureen Knell ; PharmD ; BCACP^h ; Robin M. Zavod ; PhDⁱ ; AACP Council of Faculties Scholarly Teaching Taskforce Committee Members
• 关键词：Teaching excellence ; Teaching recognition ; Teaching awards ; Pharmacy education
• 刊名：Currents in Pharmacy Teaching and Learning
• 出版年：2016
• 出版时间：July-August 2016
• 年：2016
• 卷：8
• 期：4
• 页码：477-484
• 全文大小：273 K

文摘

To (1) identify and evaluate the evidence, process, and criteria used to select recipients of teaching awards and (2) report perceptions of best practices in selecting recipients of teaching awards.

Methods

A specific sample of AACP members and pharmacy students were invited to complete an online survey regarding the process for nominating and selecting teaching award recipients as well as perceptions on best practices.

Results

Most institutions (84.5%, n = 49) recognized teaching excellence. Evidence currently used to support a nomination included: nomination letters (31%) and student evaluations (31%). The most important criteria for students (N = 575) included effective communication skills (n = 371), enthusiasm (n = 345), and knowledge (n = 325).

Conclusions

Demonstration of teaching excellence has focused on student evaluations of teaching and nomination letters; however, respondents believed other aspects (e.g., educational scholarship) should be included. By expanding current criteria, schools could better inform the selection process, as well as promote evidence-based teaching practices, scholarship, and innovations in education.