Development and Assessment of a Rubric for Evaluating Teaching Portfolios Developed by Teaching and Learning Curriculum (TLC) Program Participants.

Objective: To describe the validation and reliability assessment of a rubric designed to assess the participants' teaching portfolios and identify teaching excellence among teaching and learning curriculum (TLC) program participants.

Methods: Following focus groups with program leadership at a single TLC program, an initial rubric was developed, consisting of criteria mapped to 5 domains, to be rated on a 4-point scale. The rubric was then redistributed to the TLC program leadership and external stakeholders for evaluation of face and content validity.

Perceived Value of Teaching and Learning Curriculum Programs Among Pharmacy Practice Department Chairs.

To determine the perceived value that pharmacy practice department chairs ascribe to pharmacy faculty candidates having completed a teaching and learning curriculum (TLC) program and related activities. An 18-item survey instrument was created that was intended to capture the overall impressions of pharmacy practice chairs regarding the value of TLC programs, relative importance compared to other accomplishments (eg, residency completion, board certification), and importance of specific activities. Following pilot testing and establishment of intra-rater reliability, invitations to complete the electronic survey instrument were sent to pharmacy practice chairs (or their equivalent) at accredited Doctor of Pharmacy (PharmD) programs in the United States.

Global collaboration to deliver a live pharmacy teaching and learning curriculum.

Background And Purpose: The Indiana Pharmacy Teaching Certificate Program (IPTeC) offered a live, two-day conference to pharmacy residents, fellows, and preceptors in Indiana, while simultaneously live-streaming to participants in Doha, Qatar. Participants engaged in longitudinal activities for a one-year period. The purpose is to evaluate this pilot extension of a teaching and learning curriculum (TLC) to experienced preceptors in a global partnership and determine whether global and local participants perceive similar quality of programming.

Resident physicians' perceptions of ambulatory care pharmacy.

Background: Physicians' acceptance of clinical pharmacy services is dependent on exposure to those services, with use increasing as resident physicians progress through their training. Resident physicians train within environments that have a multidisciplinary teaching and clinical care approach, working closely with other healthcare professionals. Ambulatory care pharmacists are increasingly working with resident physicians in clinic settings as part of the multidisciplinary team, and identification of resident physicians' perceptions may influence future collaboration.

Factors associated with mentor satisfaction among teaching and learning curriculum program participants.

Objectives: To evaluate participants' satisfaction with their teaching mentor relationship in a teaching and learning curriculum (TLC) and determine characteristics that are associated with high mentee satisfaction.

Methods: A 31-item survey instrument was administered to all 2015-2016 participants of the Teaching Certificate Program.

Results: Seventy percent of program participants (n = 60/86) responded to the survey.

Teaching Certificate Program Participants' Perceptions of Mentor-Mentee Relationships.

Objective. To assess teaching certificate program (TCP) participants' perceptions of mentor-mentee relationships. Methods.

Evaluation of pharmacist care for hypertension in the Veterans Affairs patient-centered medical home: a retrospective case-control study.

Objective: The study objective was to evaluate a pharmacist hypertension care management program within the patient-centered medical home.

Methods: This was a retrospective case-control study. Cases included all patients with hypertension who were referred to the care management program, and controls included patients with hypertension who were not referred to the program during the same 1-year period.

Survey of pharmacist-managed primary care clinics using healthcare failure mode and effect analysis.

Objective: The primary objective was to expand upon results of a previously piloted patient perception survey with Healthcare Failure Mode and Effect Analysis (HFMEA), to identify areas within pharmacist-managed clinics needing improvement.

Methods: The survey was adapted for use in pharmacist-managed clinics. Patients completed the survey following regularly scheduled pharmacist appointments.

Redesign of a statewide teaching certificate program for pharmacy residents.

Objectives: To identify and assess changes made to the Indiana Pharmacy Resident Teaching Certificate program over 10 years to adapt to the growing number and changing needs of pharmacy educators in the next generation.

Design: In 2011, all resident program participants and directors were sent an electronic survey instrument designed to assess the perceived value of each program component.

Assessment: Since 2003, the number of program participants has tripled, and the program has expanded to include additional core requirements and continuing education.

Primary care monitoring of long-term opioid therapy among veterans with chronic pain.

Objective: To characterize long-term opioid prescribing and monitoring practices in primary care.

Design: Retrospective medical record review.

Setting: Primary care clinics associated with a large Veterans Affairs (VA) medical center.

Effectiveness of a hypertension care management program provided by clinical pharmacists for veterans.

Study Objective: To evaluate the effectiveness of a hypertension care management program provided by clinical pharmacists.

Design: Pre- and postintervention design with retrospective medical record review.

Setting: Tertiary care Veterans Affairs medical center and affiliated primary care clinics.