Perceptions of faculty development needs based on faculty characteristics

Abstract

ObjectivesMany changes in pharmacy education have occurred in the past decade resulting in a need for faculty education. The increasing number of pharmacy schools, larger number of junior faculty, expanding use of technology in teaching, and the changing generation of pharmacy students has allowed educators to reassess their teaching practices. The purpose of this survey was to access faculty's preferences toward faculty development and determine needs based on faculty characteristics, including degree, rank, duration of appointment, and division. MethodsA survey was distributed to 58 faculty members at the School of Pharmacy. ResultsMore than half of the faculty responded to the survey (n = 34, 58%). Faculty members responded that their preferred needs for faculty development centered on teaching. Doctorate of Pharmacy faculty desired development in ability-based learning and establishing authority with students. New faculty members expressed a need for more instruction in manuscript writing and developing a research focus, while more experienced faculty members desired instruction in planning workshops and labs. Tenure track and nontenure track faculty had the most variability in their preferences toward faculty development. Tenure track faculty preferred more growth in the areas of research and development and nontenure track faculty desired more development relating to student issues. Both expressed a desire for more instruction in the areas of teaching. ConclusionsCharacteristics of faculty members should be analyzed when developing faculty development programs.