|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|352947||862795||2016||7 صفحه PDF||سفارش دهید||دانلود رایگان|
IntroductionA school-based teaching and learning curriculum (TLC) program began in 2009 to expose participants to careers in academia and develop participant’s teaching abilities.ObjectiveTo assess participants’ perceptions of the TLC program and how it impacted their positions one to four years after completion of the program.MethodsA 25-item survey containing quantitative and qualitative assessments was sent to all previous participants of the program. A total of four contact attempts were made.ResultsA response rate of 77.2% was achieved. Of the respondents, 93% agreed or strongly agreed that the program was beneficial to their current position, and 92% agreed or strongly agreed that the program enhanced their teaching skills. The most valuable aspect of the program reported was the one-on-one mentoring from faculty.ConclusionsOverall participants perceived the TLC program to be beneficial to their involvement in teaching and in obtaining teaching positions after completion of the program.
Journal: Currents in Pharmacy Teaching and Learning - Volume 8, Issue 4, July–August 2016, Pages 524–530