Evaluating the design and conduct of teaching, education, and dissemination of knowledge learning experiences: A survey of American Society of Health System Pharmacists (ASHP)‐accredited postgraduate year 1 pharmacy residency programs (TEDKLE—PGY1 survey)

Abstract

AbstractIntroductionA postgraduate year 1 (PGY1) pharmacy residency is designed to build upon the Doctor of Pharmacy education. The American Society of Health‐System Pharmacists (ASHP) accreditation standards, along with the competency areas, goals, and objectives (CAGOs), list four required competency areas for the design of pharmacy residency programs. The fourth required competency area goals and objectives (CAGO R4) focuses on the development of residents' skills related to teaching, education, and dissemination of knowledge. A characterization of current programs' approaches to satisfying this CAGO might stimulate improvements and spread innovation.ObjectivesTo better characterize how PGY1 pharmacy residency programs incorporate teaching experiences in the training of residents.MethodsThe authors developed a survey to address the goals and objectives under CAGO R4. The survey was distributed to residency program directors (RPDs) of ASHP‐accredited PGY1 pharmacy residency programs and responses were voluntary. All data were analyzed descriptively to determine frequency (n) and percent (%).Results21.9% of RPDs surveyed completed the survey, with a wide variation in program demographics. The most common presentations were to pharmacy staff/students (65.6%) and consisted of poster presentations (81.8%) or platform presentations (74.9%). The most common writing experiences included chart notes (94.6%) and drug monographs (88.7%). In regard to precepting, the majority (82.8%) of programs require their residents to co‐precept one to two pharmacy students per residency year. Finally, approximately half of the respondents required their residents to complete a teaching certificate program, with an additional 62.6% of these programs offering pedagogical readings.ConclusionDespite offering a number of experiences aimed at achieving the goals and objectives of CAGO R4, considerable variation exists in the design of the experiences offered and how programs assess the residents' learning experiences.