A 5-year evaluation of a postgraduate teaching certificate programʼs effect on self-perceived teaching abilities

Abstract

ObjectiveTo assess the effect of a yearlong postgraduate teaching certificate program (TCP) on self-perceived teaching abilities. MethodsParticipants characterized perceived teaching abilities on a 5-point Likert scale upon entry and completion of the TCP using a 29-item teaching self-assessment instrument (1 = very poor, 2 = poor, 3 = barely acceptable, 4 = good, and 5 = very good). Four teaching-related domains were assessed: delivery of content, assessment of student learning, providing student feedback, and modeling the profession. Pre- and post-program self-assessment scores were compared using paired t-tests. ResultsDuring five program years, 81 participants completed teaching self-assessments upon entry and completion of the one-year program. Overall, teaching abilities increased significantly during the program (3.4 ± 0.4 vs. 4.4 ± 0.3, p < 0.001). Each domain score also increased significantly (p < 0.001): delivery (3.3 ± 0.5 vs. 4.4 ± 0.3), assessment (3.3 ± 0.5 vs. 4.3 ± 0.4), feedback (3.5 ± 0.5 vs. 4.5 ± 0.5), and modeling (3.9 ± 0.5 vs. 4.7 ± 0.3). ConclusionParticipation in the TCP results improved self-perceived teaching abilities across all program objectives over the program year, thus validating the program design and content. Such development is beneficial given the increasing expectation for pharmacists to act as effective educators.