Collaborative Learning Teams to Longitudinally Teach and Assess Teamwork Behaviors and Attitudes.

To create and assess the effectiveness of a model of continuous development of teamwork skills (CDTS), which used a longitudinal peer feedback process across multiple courses that incorporated collaborative team learning. Pharmacy students participated in collaborative learning teams across the first three years of the doctor of pharmacy (PharmD) curriculum, with team membership changing annually. Self, peer, and team evaluations were completed using the Comprehensive Assessment of Team Member Effectiveness (CATME) Smarter Teamwork system at four time points each year (three formative assessments and one summative assessment).

Impact of Team Formation Method on Student Team Performance Across Multiple Courses Incorporating Team-based Learning.

To assess the impact of forming student learning teams based on problem solving styles on team performance and student perceptions of team quality. This was a prospective observational study involving students in the first year of a Doctor of Pharmacy degree program. Collaborative learning teams (balanced, implementer, optimizer, and random assignment) were created based on students' results on the Basadur Creative Problem Solving Profile Inventory.

An Initial Validation Study of the Self-Rating Scale of Self-Directed Learning for Pharmacy Education.

The purpose of this study was to explore and validate the factor structure of the original SRSSDL scale with pharmacy students enrolled in a four-year Doctor of Pharmacy program at a southeastern university, and to assess the differences in the self-directed learning behaviors across different class years of students. Factor analysis was used to identify the factor structure of a self-rating scale of self-directed learning (SRSSDL) among pharmacy students (n=872) and to examine students' self-directed learning (SDL) behaviors by year in the pharmacy education curriculum. Five factors - intrinsic motivation, awareness, collaboration, reflection and application - showed acceptable levels of reliability.

Perceptions of pharmacy faculty need for development in educational research.

Introduction: Pharmacy educators have identified that pharmacy faculty need a better understanding of educational research to facilitate improvement of teaching, curricula, and related outcomes. However, the specific faculty development needs have not been assessed. The purpose of this study was to investigate self-reported confidence among clinical doctor of pharmacy faculty in skills essential for conducting educational research.

Center for the Advancement of Pharmacy Education 2013 educational outcomes.

An initiative of the Center for the Advancement of Pharmacy Education (formerly the Center for the Advancement of Pharmaceutical Education) (CAPE), the CAPE Educational Outcomes are intended to be the target toward which the evolving pharmacy curriculum should be aimed. Their development was guided by an advisory panel composed of educators and practitioners nominated for participation by practitioner organizations. CAPE 2013 represents the fourth iteration of the Educational Outcomes, preceded by CAPE 1992, CAPE 1998 and CAPE 2004 respectively.

Roles of innovation in education delivery.

This paper reviews trends in higher education, characterizing both the current learning environments in pharmacy education as well as a vision for future learning environments, and outlines a strategy for successful implementation of innovations in educational delivery. The following 3 areas of focus are addressed: (1) rejecting the use of the majority of classroom time for the simple transmission of factual information to students; (2) challenging students to think critically, communicate lucidly, and synthesize broadly in order to solve problems; and (3) adopting a philosophy of "evidence-based education" as a core construct of instructional innovation and reform.