New Practitioners Forum Making the transition from student are to describe a variety of teaching sce- narios encountered in the classroom and to teacher strategies for managing challenges that may arise in this setting Engaging the class Scenario: You are transition from student to teach- that although a majority of respondents facilitating a workshop on a Thursday af- can be challenging, and it can be had an initial interest in faculty positions, ternoon. The students have just finished daunting to anticipate the large variety many did not accept academic positions a three-hour workshop before your class. of situations that may arise in the class- at the close of their program. A lack of You begin your workshop and notice that room. New practitioners, including resi- interest and a lack of preparedness were many students are not paying atten dents and fellows who may be involved commonly listed reasons for this change tion. Some are falling asleep; others with teaching during their postgraduate of career interest. Positive teaching ex are participating in side conversa- training, are faced with the challenge of periences and mentorship were listed ions regarding unrelated topics assuming the role of instructor soon after What are some ways having been a student. According to sur- that you can reen- vey data, an increasing number of phar- gage the class? nacy residents are assuming faculty To accommodate positions early in their careers. 2 for individual learning A 2005 survey of pharmacy styles and variances in stu- residency program dent attention, it can be help- graduates found ful to incorporate different types of that slightly fewer activities and vary the methods of infor than one third of mation delivery. For example, incorpo- respondents reported occupying faculty as important factors for those who did rate active learning by asking students to positions,and, on average, dedicated ap- decide to pursue positions in academia. discuss concepts in pairs and present their roximately 10% of their effort toward These findings emphasize the need for findings to the class. This helps develop didactic teaching. Results of a recent further evaluation of new-faculty readi- problem-solving skills and encour- urvey of residency training programs ness and comfort when entering a teach- ages students to learn from each other. indicated that programs are offering op- ing position, as well as the continued Learning students'names early in the portunities for participation in either provision of guidance and support to quarter or semester will allow you to concentrated or longitudinal rotations pharmacy postgraduates in an effort to call on participants and facilitate dis focused on academia to prepare resi- improve their comfort levels and better cussion. If students know they will be dents for academic positions. However, prepare them for various teaching roles. actively involved in the workshop and a 2007 survey of faculty members found One of the most overwhelming tasks required to contribute their ideas, they that 34% of respondents did not feel a new instructor faces involves prepar- may be more inclined to pay attention. ties involved in a faculty position. These situations and practicing appropriate students to stand up and stretch. Alf a findings are supported by a 2008 study strategies for managing each experience, sitting through a long day of classes, that surveyed community pharmacy resi- new instructors can feel more confident students may benefit from a change of dents at the beginning and end of their maintaining control of this variable en- pace, and a small pause may pro residency programs. The survey found vironment. The objectives of this article some rejuvenation Classroom disruptions. Scenario 1 You are teaching the same class the fol- The New prac that address the special lowing week and are discussing a com- Professional needs of pharmacists early in thei transition from students plex patient case. About halfway through Practitioners. Authors include new practitioners pertise in a topic of interest class, as you are discussing key elements new practitioners. AJHP readers are invited to or articles for this column the New Practitioners Forum, c/o Jill Haug, 7272 Wisconsin Avene, Bethesda, MD of the treatment plan, a student walks in 20814(301-664-8821 or newpractitioners(ashp. org) to class late. How will you address this situation? 486 Am J Health-Syst Ph ol70Mar15,2013
New Practitioners Forum 486 Am J Health-Syst Pharm—Vol 70 Mar 15, 2013 New Practitioners Forum The New Practitioners Forum column features articles that address the special professional needs of pharmacists early in their careers as they transition from students to practitioners. Authors include new practitioners or others with expertise in a topic of interest to new practitioners. AJHP readers are invited to submit topics or articles for this column to the New Practitioners Forum, c/o Jill Haug, 7272 Wisconsin Avenue, Bethesda, MD 20814 (301-664-8821 or newpractitioners@ashp.org). Making the transition from student to teacher T he transition from student to teacher can be challenging, and it can be daunting to anticipate the large variety of situations that may arise in the classroom. New practitioners, including residents and fellows who may be involved with teaching during their postgraduate training, are faced with the challenge of assuming the role of instructor soon after having been a student. According to survey data, an increasing number of pharmacy residents are assuming faculty positions early in their careers.1,2 A 2005 survey of pharmacy residency program graduates found that slightly fewer than one third of respondents reported occupying faculty positions, and, on average, dedicated approximately 10% of their effort toward didactic teaching.1 Results of a recent survey of residency training programs indicated that programs are offering opportunities for participation in either concentrated or longitudinal rotations focused on academia to prepare residents for academic positions.3 However, a 2007 survey of faculty members found that 34% of respondents did not feel adequately prepared by their residency program for the teaching responsibilities involved in a faculty position.4 These findings are supported by a 2008 study that surveyed community pharmacy residents at the beginning and end of their residency programs.2 The survey found that although a majority of respondents had an initial interest in faculty positions, many did not accept academic positions at the close of their program. A lack of interest and a lack of preparedness were commonly listed reasons for this change of career interest. Positive teaching experiences and mentorship were listed are to describe a variety of teaching scenarios encountered in the classroom and strategies for managing challenges that may arise in this setting. Engaging the class. Scenario: You are facilitating a workshop on a Thursday afternoon. The students have just finished a three-hour workshop before your class. You begin your workshop and notice that many students are not paying attention. Some are falling asleep; others are participating in side conversations regarding unrelated topics. What are some ways that you can reengage the class? To accommodate for individual learning styles and variances in student attention, it can be helpful to incorporate different types of activities and vary the methods of information delivery.5 For example, incorporate active learning by asking students to discuss concepts in pairs and present their findings to the class. This helps develop problem-solving skills and encourages students to learn from each other. Learning students’ names early in the quarter or semester will allow you to call on participants and facilitate discussion. If students know they will be actively involved in the workshop and required to contribute their ideas, they may be more inclined to pay attention.5 Another technique involves allowing time for a small break and encouraging students to stand up and stretch. After sitting through a long day of classes, students may benefit from a change of pace, and a small pause may provide some rejuvenation. Classroom disruptions. Scenario 1: You are teaching the same class the following week and are discussing a complex patient case. About halfway through class, as you are discussing key elements of the treatment plan, a student walks in to class late. How will you address this situation? as important factors for those who did decide to pursue positions in academia.2 These findings emphasize the need for further evaluation of new-faculty readiness and comfort when entering a teaching position, as well as the continued provision of guidance and support to pharmacy postgraduates in an effort to improve their comfort levels and better prepare them for various teaching roles. One of the most overwhelming tasks a new instructor faces involves preparing for the dynamic nature of the classroom. By anticipating various classroom situations and practicing appropriate strategies for managing each experience, new instructors can feel more confident maintaining control of this variable environment. The objectives of this article
New Practitioners Forum Acknowledge the student nonver- opportunity to remind students that lap- and ensure that future workshops allow bally, mentally note who the student is, tops and other electronics are to be used for better use of time and maximize stu and talk with him or her after class. This only as a means of supplementing in- dent learning. pproach allows the student to provide class activities, such as using electronic Student familiarity with material. nore detail about the late arrival and devices to answer questions or provide Scenario 1: You are facilitating a team- rovides you the opportunity to reem- a supporting reference. To actively reen- based learning(TBL) workshop, which phasize the course policies. If there are gage the students in the review, you can required the completion of reading a no course policies that address tardi- encourage participation by asking one or signments before class. As you begin to ness,consider adding explicit informa- all of the students in the group to provide discuss the assignments, you notice that tion in the syllabus that addresses the his or her summary of the main points the students are very familiar with the importance of attendance for the entire from the last class. material. The students pull out a case class session. If tardiness is an issue for Time management. Scenario: You from another class where they just re- multiple students, address the situation are facilitating a workshop that involves cently covered the same concepts, and with the entire class to help determine multiple learning stations. You look at you learn that they have extensively cov- ne cause. As a group, you can encourage the clock and realize that you have 15 ered the material in another class as well the students to help develop a possible minutes left, and the students have made What will you do? solution it through only half of the stations. What If you know the material fairly well Scenario 2: You are discussing treat- will you do? yourself, then ask the students to com- ment options related to a complex dis- It is important to be familiar with d contrast their use of tbl. even ease when a cell phone rings. The student the primary objectives of the workshop the students have already beer takes the call in the classroom. How will so that you can focus the remainder of to the material, this discussion you address this situation? the class time on the achievement of may provide them with an opportunity This disruption is important to ac- these objectives. 7 It may be less time- to recall and communicate what they knowledge immediately, as it has the consuming to reconvene and review the have learned in order to demonstrate potential to distract the surrounding stu- stations as a large group. This can be done understanding. You may offer an ad dents and interfere with the workshop. as an instructor-led summary, or you can ditional case or example from clinical Address the student and ask him or her to ask each group to provide a brief synop- practice where TBL could apply. If you continue the conversation in the hallway sis of one station for the entire class. If are less familiar with the material, you if the call is urgent. In addition, address you anticipate that the continuation of could lead a brief discussion about how the student after class, reminding him or small-group participation in the stations the students think TBL is working for her that cell phones should be turned off is a more-efficient use of time, make note them in the pharmacy curriculum. This or silenced during class and should only of the material that the students did not dialogue may provide you with valuable be answered in emergency situations. If have an opportunity to review and pre- insight that you otherwise would not a call needs to be answered, the student pare to post a study sheet or an answer have had the opportunity to discuss. In should step out of the classroom and key to address the main points. After order to better coordinate with other fac ttend to the call in a manner that does completion of the workshop, consider ulty members and avoid this problem in not disrupt the class. Classroom policies the factors that may have contributed to the future, it may be helpful to discuss related to cell phone use and other tech- the insufficient amount of time for ac- this situation with other instructors, par- nologies are important to include in the tivity completion. Were the instructions ticularly those involved with the teaching syllabus and discuss on the first day of and expectations clear? Did each station of similar content. Although you may not class to ensure that students have a clear require additional time due to lack of be coordinating courses as a new teacher understanding of each policy student preparation? Were the activities you may embody this role in the future, Scenario 3: As you are reviewing the too complex for the given amount of therefore, it may be helpful to participate key points from last weeks workshop, a time? Did unanticipated obstacles arise in a meeting among course coordina- group of students starts to have a conver- throughout the class? Determining the tors where multiple courses are discussed sation about something they are looking cause may help to prevent this situation and areas of overlap can be identified at on another student's computer How from reoccurring. In restructuring the throughout the curriculum. If your will you address this situation? activities, consider evaluating whether university has completed a curricular- Electronics have become a large part the material can be covered using fewer mapping process, it is helpful to review of daily life. Because students are often stations, a different activity format may where and to what extent a particular expected to proficiently use these tech- be more feasible, or adjustments in the content area is addressed. If a review of nologies both in and out of the class- size of student groups may influence the previously taught material is desired or room, it can be difficult to facilitate their length of time required for each activity. expected for your course, then it may be appropriate use. In this type of situation, If you are working with a team of helpful to vary the type of in-class activ- firmly instruct the students to redirect structors, it may be helpful to discuss and ity. This will present more of a challenge their attention back to the material that reflect as a group so that you can collec- for the students and allow them to apply is being covered. This presents a good tively work toward solving the problem the material instead of simply recalling it. Am J Health-Syst Pharm--Vol 70 Mar 15, 2013
New Practitioners Forum Am J Health-Syst Pharm—Vol 70 Mar 15, 2013 487 Acknowledge the student nonverbally, mentally note who the student is, and talk with him or her after class. This approach allows the student to provide more detail about the late arrival and provides you the opportunity to reemphasize the course policies. If there are no course policies that address tardiness, consider adding explicit information in the syllabus that addresses the importance of attendance for the entire class session.6 If tardiness is an issue for multiple students, address the situation with the entire class to help determine the cause. As a group, you can encourage the students to help develop a possible solution. Scenario 2: You are discussing treatment options related to a complex disease when a cell phone rings. The student takes the call in the classroom. How will you address this situation? This disruption is important to acknowledge immediately, as it has the potential to distract the surrounding students and interfere with the workshop. Address the student and ask him or her to continue the conversation in the hallway if the call is urgent. In addition, address the student after class, reminding him or her that cell phones should be turned off or silenced during class and should only be answered in emergency situations. If a call needs to be answered, the student should step out of the classroom and attend to the call in a manner that does not disrupt the class. Classroom policies related to cell phone use and other technologies are important to include in the syllabus and discuss on the first day of class to ensure that students have a clear understanding of each policy.6 Scenario 3: As you are reviewing the key points from last week’s workshop, a group of students starts to have a conversation about something they are looking at on another student’s computer. How will you address this situation? Electronics have become a large part of daily life. Because students are often expected to proficiently use these technologies both in and out of the classroom, it can be difficult to facilitate their appropriate use. In this type of situation, firmly instruct the students to redirect their attention back to the material that is being covered. This presents a good opportunity to remind students that laptops and other electronics are to be used only as a means of supplementing inclass activities, such as using electronic devices to answer questions or provide a supporting reference. To actively reengage the students in the review, you can encourage participation by asking one or all of the students in the group to provide his or her summary of the main points from the last class.5 Time management. Scenario: You are facilitating a workshop that involves multiple learning stations. You look at the clock and realize that you have 15 minutes left, and the students have made it through only half of the stations. What will you do? It is important to be familiar with the primary objectives of the workshop so that you can focus the remainder of the class time on the achievement of these objectives.6,7 It may be less timeconsuming to reconvene and review the stations as a large group. This can be done as an instructor-led summary, or you can ask each group to provide a brief synopsis of one station for the entire class.5 If you anticipate that the continuation of small-group participation in the stations is a more-efficient use of time, make note of the material that the students did not have an opportunity to review and prepare to post a study sheet or an answer key to address the main points. After completion of the workshop, consider the factors that may have contributed to the insufficient amount of time for activity completion. Were the instructions and expectations clear? Did each station require additional time due to lack of student preparation? Were the activities too complex for the given amount of time? Did unanticipated obstacles arise throughout the class? Determining the cause may help to prevent this situation from reoccurring. In restructuring the activities, consider evaluating whether the material can be covered using fewer stations, a different activity format may be more feasible, or adjustments in the size of student groups may influence the length of time required for each activity. If you are working with a team of instructors, it may be helpful to discuss and reflect as a group so that you can collectively work toward solving the problem and ensure that future workshops allow for better use of time and maximize student learning.7 Student familiarity with material. Scenario 1: You are facilitating a teambased learning (TBL) workshop, which required the completion of reading assignments before class. As you begin to discuss the assignments, you notice that the students are very familiar with the material. The students pull out a case from another class where they just recently covered the same concepts, and you learn that they have extensively covered the material in another class as well. What will you do? If you know the material fairly well yourself, then ask the students to compare and contrast their use of TBL. Even though the students have already been exposed to the material, this discussion may provide them with an opportunity to recall and communicate what they have learned in order to demonstrate understanding.5 You may offer an additional case or example from clinical practice where TBL could apply. If you are less familiar with the material, you could lead a brief discussion about how the students think TBL is working for them in the pharmacy curriculum. This dialogue may provide you with valuable insight that you otherwise would not have had the opportunity to discuss. In order to better coordinate with other faculty members and avoid this problem in the future, it may be helpful to discuss this situation with other instructors, particularly those involved with the teaching of similar content. Although you may not be coordinating courses as a new teacher, you may embody this role in the future; therefore, it may be helpful to participate in a meeting among course coordinators where multiple courses are discussed and areas of overlap can be identified throughout the curriculum.7 If your university has completed a curricularmapping process, it is helpful to review where and to what extent a particular content area is addressed. If a review of previously taught material is desired or expected for your course, then it may be helpful to vary the type of in-class activity. This will present more of a challenge for the students and allow them to apply the material instead of simply recalling it
New Practitioners Forur Scenario 2: Consider the above situa- classes. If you have flexibility among your cludes social networks and other online tion with a TBL workshop when the stu- workshop sessions, reintroduce the con- forums, which may be publicly acces- dents clearly have not read the material cept in a later class or incorporate the con- sible by your students and colleagues and have no knowledge of the concepts cept into a future quiz or examination. A being discussed. Students are likely un- Personal versus professional lite. of ni vey of faculty from several colleges pharmacy was conducted to deter able to contribute to the planned class Scenario: As you are waiting for a work- mine perceptions of appropriate faculty discussion, and many students did not shop to start and informally talking with behavior in social interactions with stu- ven bring the material to class. What a group of students, some of them com- dent pharmacists. Respondents reflected ment about seeing you at a party also on the appropriateness of various sce- Lead a brief discussion about the attended by many pharmacy students narios, with the majority(87%)feeling important concepts related to TBL and during the past weekend. How will you that friending students on Facebook was take this opportunity to reiterate the ex- respond? How will this affect your rela- a boundary violation, while only 2.9% pectations for the remainder of the class tionship with the class? considered it a violation to take a student meetings. For this class period, you can Be polite and honest about your employee to lunch. Nearly half of respon try working through the assignment as whereabouts, and conduct the class as dents(44%)considered it a boundary a large group. Because you will not likely you normally would (without variation violation for faculty members to invite be able to cover the amount of material in your established level of authority). If students to a bar. In a similar study in you had hoped to review, you may con- students continue to discuss a social top- volving student pharmacists, graduate sider reassigning the additional material ic, refocus them on the classroom activi- students, and pharmacy residents, only as an activity to be done outside of class. ties. Always keep in mind that pharmacy about half felt that sending a friend re- This postclass assignment may help to is a small world, and it is important to quest on Facebook was a boundary viola reinforce the importance of the prepara- maintain a certain level of professional tion that will be required prior to future ism, even in social settings. This also in Continued on page 489 488 Am J Health-Syst Pharm-Vol 70 Mar 15, 2013
New Practitioners Forum 488 Am J Health-Syst Pharm—Vol 70 Mar 15, 2013 Scenario 2: Consider the above situation with a TBL workshop when the students clearly have not read the material and have no knowledge of the concepts being discussed. Students are likely unable to contribute to the planned class discussion, and many students did not even bring the material to class. What will you do? Lead a brief discussion about the important concepts related to TBL and take this opportunity to reiterate the expectations for the remainder of the class meetings. For this class period, you can try working through the assignment as a large group. Because you will not likely be able to cover the amount of material you had hoped to review, you may consider reassigning the additional material as an activity to be done outside of class. This postclass assignment may help to reinforce the importance of the preparation that will be required prior to future classes. If you have flexibility among your workshop sessions, reintroduce the concept in a later class or incorporate the concept into a future quiz or examination. Personal versus professional life. Scenario: As you are waiting for a workshop to start and informally talking with a group of students, some of them comment about seeing you at a party also attended by many pharmacy students during the past weekend. How will you respond? How will this affect your relationship with the class? Be polite and honest about your whereabouts, and conduct the class as you normally would (without variation in your established level of authority). If students continue to discuss a social topic, refocus them on the classroom activities. Always keep in mind that pharmacy is a small world, and it is important to maintain a certain level of professionalism, even in social settings. This also includes social networks and other online forums, which may be publicly accessible by your students and colleagues.5 A survey of faculty from several colleges of pharmacy was conducted to determine perceptions of appropriate faculty behavior in social interactions with student pharmacists.8 Respondents reflected on the appropriateness of various scenarios, with the majority (87%) feeling that friending students on Facebook was a boundary violation, while only 2.9% considered it a violation to take a student employee to lunch. Nearly half of respondents (44%) considered it a boundary violation for faculty members to invite students to a bar. In a similar study involving student pharmacists, graduate students, and pharmacy residents, only about half felt that sending a friend request on Facebook was a boundary violaContinued on page 489
New Practitioners Forum Continued from page 48 semester. These may include requesting 8. Schneider EF, Jones MC, Farris KB et al. or setting up technological equipment Faculty perce tion, whether it was initiated by a faculty making copies, and proctoring exa behaviors in social interactions with stu dent pharmacists. AmJ Pharm Educ. 2011 member(52%)or a student (-50%). tions in the evening. If you do not have a Relatively few students(6.5%)felt that it weekly meeting with your teaching team, 9. Bongartz J Vang C, Havrda D et al. Stu- was a violation for a faculty group to in- be sure that you e-mail your coordinator vite students to a bar at a national confer- one week in advance to verify any assig members. Am J ence In both studies, faculty and student ments or requirements, as these may vary Pharm Educ.2011 participants felt that it was inappropriate from week to week. Request a calendar of to discuss other faculty or students with- all of the events that require your atten- Appendix--Resources for the new in the setting of a bar. 9 Faculty members dance throughout the quarter or semes- pharmacy educator are expected to demonstrate and pro- ter. Be sure to communicate, as soon as American Association of Colleges of Phar- mote professionalism among students. It possible, any commitments that you have macy Annual Meeting. Teachers seminar ( oftered is important to consider the responsibil- outside of the classroom that would make annually ). Desselle SP Hammer DP. eds Hand book f ity that new and veteran faculty members it difficult for you to attend class or other pharmacy educators: getting adjusted as a new ave both in and out of the classroom in teaching activities, such as presentations member. Binghamton, NY: Pharmaceuti- elping to build the professionalism of or required meetings at your practice cal Products: 2002 student pharmacists site, national meetings, interviews, and Mountain Area health Education Center Teaching team communication. other events. If you are unsure of the ex- The one minute preceptor: 5 microskills for e-on-one teaching Modified by Ohio Univer Scenario: Your clinic responsibilities re- pectations, be sure to communicate and sity College of Osteopathic Medicine Office of quireyoutocomefromyourpracticeclarifyIfproblemsarisethroughouttheFacultydeVelopment.www.oucom.ohiou.edu/ site in the middle of the day to teach your teaching experience, contact your teach- fd/monographs/microskills htm (accessed 2013 ass, and you arrive only 20 minutes be- ing mentor, preceptor, or supervisor to \an b lies and tte ME. Engaging large class. fore the start of the workshop. You go request help. to your mailbox and see handouts with Conclusion Planning ahead and Bolton. MA: Anker: 2002 a note saying that you need to make all ticipating various classroom situations wilkin NE, ed. Handbook for pharmacy of the copies and collate the patient cases can increase the confidence of a new edu- educators: contemporary teaching principles for each student in the class. The note cator. A review of these and other simi- and strategies. Binghamton, NY: Pharmaceutical from the course instructor also reminds lar scenarios, along with other resources Products; 2000 Zlatic TD, ed Clinical faculty survival guid you that the first midterm is tomorrow (appendix), can contribute to a success- Lenexa, KS: American College of Clinical Phar night from 5: 30 to 7: 30 p. m, and you ful teaching experience early in the career macy: 2010 leed to be there to help proctor the ex- of a new pharmacy practitioner. to prepare all of these copies for class in ing residents how to teach: a scholarship of Resident cbe mination. You know that you are sched- Anisha B gro D, Community/ uled to work, and you are unsure of how 1. Romanelli E, Smith KM, Brandt BE Teach acy practice 15 minutes. What do you do? aching and learning certificate program Kristin A Casper, Pharm.D,Associate (STLC)for pharmacy residents. Am) Professor of Pharmacy Your teaching team, which may in Pharm educ. 2005: 69: 20. clude the course coordinator instructors. 2. Clark CA, Mehta BH, Rodis JL et al L Division of Pharmacy Practice content experts, or other teaching assis Assessment of factors ty pharmacy residents'pursuit of casper.17@osu.edu tants, can be a good resource. You also academic positions. Am J Pharm Educ. Bella H Mehta, Pharm. D, FAPhA, have access to administrative Associate Professor of Pharmacy and ants who could help with preparation 3. Manasco KB, Bradley AM, Gomez TA. Family medicine for the class. Quickly communicate with Survey of learning opportunities members of your teaching team to help adema for pharmacy residents. Am/ College of Pharmacy Health-Syst Pharm 2012: 69: 1410- ensure that you can meet the objectives 4. McNatty D, Cox CD, Seifert CE.Assess The Ohio State University of the class. Once your class is complete, ment of teaching experiences completed 500 West 12thAvenue review your communication experience during accredited pharmacy residency Columbus,OH 43210-1291 Am J Pharm Educ. 2007; 71: 88 and take time to clarify upcoming ex- 5. The Ohio State University Center for the Dr. Mehta is on the speakers'bureau fo pectations. Communication with mem Advancement of Teaching. Classroom Amerisource Bergen Corporation and Car- bersofyourteachingteamisessentialstrategieshttp://ucat.osu.edu(accesseddinalHealth for a successful teaching experience. As the teaching assistant or new instruc- 6. The Ohio State University Center for the Ad- ancement of Teaching Course preparation. The other authors have declared no responsibilities, which include prepara- 7. The Ohio State University Center for the potential conflicts of interest tor, you need to be aware of your daily tion for the class or workshop, as well texts: teaching as part of an instructionalDOI 102146/ajhpl20335 asadditionalcourse-managementre-teamhttp://ucat.osu.edu(accessed2012 sponsibilities throughout the quarter or Am J Health-Syst Pharm--Vol 70 Mar 15, 2013 489
New Practitioners Forum Am J Health-Syst Pharm—Vol 70 Mar 15, 2013 489 tion, whether it was initiated by a faculty member (52%) or a student (~50%).9 Relatively few students (6.5%) felt that it was a violation for a faculty group to invite students to a bar at a national conference. In both studies, faculty and student participants felt that it was inappropriate to discuss other faculty or students within the setting of a bar.8,9 Faculty members are expected to demonstrate and promote professionalism among students. It is important to consider the responsibility that new and veteran faculty members have both in and out of the classroom in helping to build the professionalism of student pharmacists. Teaching team communication. Scenario: Your clinic responsibilities require you to come from your practice site in the middle of the day to teach your class, and you arrive only 20 minutes before the start of the workshop. You go to your mailbox and see handouts with a note saying that you need to make all of the copies and collate the patient cases for each student in the class. The note from the course instructor also reminds you that the first midterm is tomorrow night from 5:30 to 7:30 p.m., and you need to be there to help proctor the examination. You know that you are scheduled to work, and you are unsure of how to prepare all of these copies for class in 15 minutes. What do you do? Your teaching team, which may include the course coordinator, instructors, content experts, or other teaching assistants, can be a good resource.7 You also may have access to administrative assistants who could help with preparation for the class. Quickly communicate with members of your teaching team to help ensure that you can meet the objectives of the class. Once your class is complete, review your communication experience and take time to clarify upcoming expectations. Communication with members of your teaching team is essential for a successful teaching experience.7 As the teaching assistant or new instructor, you need to be aware of your daily responsibilities, which include preparation for the class or workshop, as well as additional course-management responsibilities throughout the quarter or 8. Schneider EF, Jones MC, Farris KB et al. Faculty perceptions of appropriate faculty behaviors in social interactions with student pharmacists. Am J Pharm Educ. 2011; 75:article 70. 9. Bongartz J, Vang C, Havrda D et al. Student pharmacist, pharmacy resident, and graduate student perceptions of social interactions with faculty members. Am J Pharm Educ. 2011; 75:article 180. Appendix—Resources for the new pharmacy educator American Association of Colleges of Pharmacy Annual Meeting. Teachers seminar (offered annually). www.aacp.org (accessed 2013 Jan 16). Desselle SP, Hammer DP, eds. Handbook for pharmacy educators: getting adjusted as a new faculty member. Binghamton, NY: Pharmaceutical Products; 2002. Mountain Area Health Education Center. The one minute preceptor: 5 microskills for one-on-one teaching. Modified by Ohio University College of Osteopathic Medicine Office of Faculty Development. www.oucom.ohiou.edu/ fd/monographs/microskills.htm (accessed 2013 Jan 16). Stanley CA, Porter ME. Engaging large classes: strategies and techniques for college faculty. Bolton, MA: Anker; 2002. Wilkin NE, ed. Handbook for pharmacy educators: contemporary teaching principles and strategies. Binghamton, NY: Pharmaceutical Products; 2000. Zlatic TD, ed. Clinical faculty survival guide. Lenexa, KS: American College of Clinical Pharmacy; 2010. Anisha B. Grover, Pharm.D., Community/ Ambulatory Care Pharmacy Practice Resident Kristin A. Casper, Pharm.D., Associate Professor of Pharmacy Division of Pharmacy Practice and Administration casper.17@osu.edu Bella H. Mehta, Pharm.D., FAPhA, Associate Professor of Pharmacy and Family Medicine College of Pharmacy The Ohio State University 500 West 12th Avenue Columbus, OH 43210-1291 Dr. Mehta is on the speakers’ bureau for AmerisourceBergen Corporation and Cardinal Health. The other authors have declared no potential conflicts of interest. DOI 10.2146/ajhp120335 Continued from page 488 semester. These may include requesting or setting up technological equipment, making copies, and proctoring examinations in the evening. If you do not have a weekly meeting with your teaching team, be sure that you e-mail your coordinator one week in advance to verify any assignments or requirements, as these may vary from week to week. Request a calendar of all of the events that require your attendance throughout the quarter or semester. Be sure to communicate, as soon as possible, any commitments that you have outside of the classroom that would make it difficult for you to attend class or other teaching activities, such as presentations or required meetings at your practice site, national meetings, interviews, and other events.7 If you are unsure of the expectations, be sure to communicate and clarify. If problems arise throughout the teaching experience, contact your teaching mentor, preceptor, or supervisor to request help. Conclusion. Planning ahead and anticipating various classroom situations can increase the confidence of a new educator. A review of these and other similar scenarios, along with other resources (appendix), can contribute to a successful teaching experience early in the career of a new pharmacy practitioner. 1. Romanelli F, Smith KM, Brandt BF. Teaching residents how to teach: a scholarship of teaching and learning certificate program (STLC) for pharmacy residents. Am J Pharm Educ. 2005; 69:20. 2. Clark CA, Mehta BH, Rodis JL et al. Assessment of factors influencing community pharmacy residents’ pursuit of academic positions. Am J Pharm Educ. 2008; 72:03. 3. Manasco KB, Bradley AM, Gomez TA. Survey of learning opportunities in academia for pharmacy residents. Am J Health-Syst Pharm. 2012; 69:1410-4. 4. McNatty D, Cox CD, Seifert CF. Assessment of teaching experiences completed during accredited pharmacy residency programs. Am J Pharm Educ. 2007; 71:88. 5. The Ohio State University Center for the Advancement of Teaching. Classroom strategies. http://ucat.osu.edu (accessed 2012 Apr 18). 6. The Ohio State University Center for the Advancement of Teaching. Course preparation. http://ucat.osu.edu (accessed 2012 Apr 18). 7. The Ohio State University Center for the Advancement of Teaching. Teaching contexts: teaching as part of an instructional team. http://ucat.osu.edu (accessed 2012 Apr 18)