Appropriateness of self-perceived teaching proficiency as a measurement of teaching certificate program effectiveness within post-graduate training programs

Abstract

ObjectiveTo determine if self-perceived teaching proficiency obtained from a teaching certificate at the end of post-graduate training is appropriate to measure program effectiveness and if the teaching certificate program influenced the decision to choose academia as a career. MethodsPharmacy practice faculty from U.S. Schools and Colleges of Pharmacy were surveyed to determine teaching activities included in teaching certificate programs from a list of 21 teaching activities, if they felt their teaching certificate prepared them to conduct the teaching activities by the end of the program, and to indicate if, after one year in academia, they continued to believe the teaching certificate program prepared them to perform the teaching activities. ResultsThere were 1620 faculty surveyed and a 32% response rate. The self-perceived ability at the end of residency compared at two time points (directly at the end of residency and retroactively after one year in academia) was similar for 15 of the 21 skills. Self-perceived ability at the 1-year time point was significantly higher for four skills (p < 0.05): writing a course syllabus, developing a grading rubric, writing an experiential rotation syllabus, and serving as a student advisor. Self-perceived abilities were significantly lower at the latter time point for two skills—incorporating active learning and delivering a lecture. Overall, 70% of respondents reported that the teaching certificate program influenced their decision to choose a career in academia. ConclusionSelf-perceived ability to perform teaching skills measured at the end of teaching certificate programs is similar to self-perceived ability measured at the end of one year in academia indicating self-perception of ability is an appropriate measure of teaching certificate program efficacy. Greater emphasis on skills involving delivering a didactic lecture and incorporating active learning seems warranted.