Evaluation of a required teaching rotation for pharmacy residents at a school of pharmacy

IntroductionDidactic teaching experiences are frequently a component of post-graduate year one (PGY1) pharmacy residencies. However, limited published data focus on descriptions and evaluations of such teaching rotations.ObjectiveThis study aimed to describe and evaluate a teaching rotation for pharmacy residents at a school of pharmacy.MethodsPharmacy practice residents (N = 22) completed a teaching rotation at the University of Wisconsin–Madison School of Pharmacy. The rotation consisted of orientation prior to the start of the teaching rotation, a minimum of 60 teaching hours in the Pharmacotherapy Lab, and additional hours spent in teaching preparation and grading. Residents were invited to complete pre- and post-rotation surveys evaluating the rotation and attitudes regarding teaching. Un-paired data were analyzed.ResultsResponse rates were 54% and 59% for the initial and final surveys, respectively. Respondent confidence in several teaching-related areas increased (p < 0.05 in all 17 categories), but it remained lower compared to current faculty (p < 0.05 in ten of 17 categories). Of the respondents, 69.2% indicated that their career goals changed to include more teaching opportunities as a result of the rotation.ConclusionA required teaching rotation was described and evaluated. Residents reported satisfaction with the rotation along with increased interest and confidence in teaching after completion of the rotation. Identified areas for improvement included scheduling methods, amount and consistency of feedback, and types of teaching experiences available.Contribution to pharmacy educationThis paper describes a resident teaching rotation that has been effectively incorporated into the Pharmacotherapy Lab within the Doctor of Pharmacy didactic curriculum.