|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|352941||862795||2016||8 صفحه PDF||سفارش دهید||دانلود رایگان|
ObjectiveTo (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.MethodsA 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.ResultsMost 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).ConclusionsDemonstration 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.
Journal: Currents in Pharmacy Teaching and Learning - Volume 8, Issue 4, July–August 2016, Pages 477–484