A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice
Pharmacy schools recognize the need for flexibility and comprehensive curricular transformation with a competency-based focus to effectively prepare for the evolving practitioner competencies and challenges of the pharmacy profession. The curricular implementation of evidence-based teaching and lear...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2023-10-01
|
| Series: | Pharmacy |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2226-4787/11/6/172 |
| _version_ | 1797379639156408320 |
|---|---|
| author | Gabriella Nagy Ferenc Arató István G. Télessy Aranka Varga András Fittler |
| author_facet | Gabriella Nagy Ferenc Arató István G. Télessy Aranka Varga András Fittler |
| author_sort | Gabriella Nagy |
| collection | DOAJ |
| description | Pharmacy schools recognize the need for flexibility and comprehensive curricular transformation with a competency-based focus to effectively prepare for the evolving practitioner competencies and challenges of the pharmacy profession. The curricular implementation of evidence-based teaching and learning theories and practices demands educator proficiency through skills development with indispensable faculty leadership support. Our scoping review of online databases and pharmacy education-related journals aims to identify faculty development interventions or teaching proficiency programs that integrate educational and pedagogical theories. Original studies and reviews published between 2010 and 2022 were screened based on four inclusion criteria. Thirty-four manuscripts were eligible for full-text analysis, of which seven results referenced target faculty pedagogy knowledge development. Nine key messages, as Results Statements, synthesize and provide a framework for our results analysis. An ongoing Hungarian intervention model of comprehensive faculty development with strong interdisciplinary cooperation is discussed in our study to illustrate the applicability of the Results Statements through each stage of the process. Educator motivation and relatedness to students or awareness of the educator roles are intrinsic factors, which may not be easily detectable yet significantly impact teaching proficiency and student learning outcomes. The integration of evidence-based pedagogical knowledge and training in educator proficiency development contributes to the sustainability and cost-effectiveness of faculty interventions. |
| first_indexed | 2024-03-08T20:26:01Z |
| format | Article |
| id | doaj.art-6919e79e17174ed986aeb1a2bed85ec6 |
| institution | Directory Open Access Journal |
| issn | 2226-4787 |
| language | English |
| last_indexed | 2024-03-08T20:26:01Z |
| publishDate | 2023-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Pharmacy |
| spelling | doaj.art-6919e79e17174ed986aeb1a2bed85ec62023-12-22T14:32:25ZengMDPI AGPharmacy2226-47872023-10-0111617210.3390/pharmacy11060172A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into PracticeGabriella Nagy0Ferenc Arató1István G. Télessy2Aranka Varga3András Fittler4Department of Languages for Biomedical Purposes and Communication, University of Pécs Medical School, 7624 Pécs, HungaryDepartment of Education and Educational Theory, Faculty of Humanities and Social Sciences, University of Pécs, 7624 Pécs, HungaryDepartment of Pharmaceutics, Faculty of Pharmacy, University of Pécs, 7624 Pécs, HungaryDepartment of Roma Studies and Educational Sociology, Faculty of Humanities and Social Sciences, University of Pécs, 7624 Pécs, HungaryDepartment of Pharmaceutics, Faculty of Pharmacy, University of Pécs, 7624 Pécs, HungaryPharmacy schools recognize the need for flexibility and comprehensive curricular transformation with a competency-based focus to effectively prepare for the evolving practitioner competencies and challenges of the pharmacy profession. The curricular implementation of evidence-based teaching and learning theories and practices demands educator proficiency through skills development with indispensable faculty leadership support. Our scoping review of online databases and pharmacy education-related journals aims to identify faculty development interventions or teaching proficiency programs that integrate educational and pedagogical theories. Original studies and reviews published between 2010 and 2022 were screened based on four inclusion criteria. Thirty-four manuscripts were eligible for full-text analysis, of which seven results referenced target faculty pedagogy knowledge development. Nine key messages, as Results Statements, synthesize and provide a framework for our results analysis. An ongoing Hungarian intervention model of comprehensive faculty development with strong interdisciplinary cooperation is discussed in our study to illustrate the applicability of the Results Statements through each stage of the process. Educator motivation and relatedness to students or awareness of the educator roles are intrinsic factors, which may not be easily detectable yet significantly impact teaching proficiency and student learning outcomes. The integration of evidence-based pedagogical knowledge and training in educator proficiency development contributes to the sustainability and cost-effectiveness of faculty interventions.https://www.mdpi.com/2226-4787/11/6/172pharmacy educationeducator proficiencyfaculty developmenthidden curriculuminterdisciplinary cooperationpedagogy |
| spellingShingle | Gabriella Nagy Ferenc Arató István G. Télessy Aranka Varga András Fittler A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice Pharmacy pharmacy education educator proficiency faculty development hidden curriculum interdisciplinary cooperation pedagogy |
| title | A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice |
| title_full | A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice |
| title_fullStr | A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice |
| title_full_unstemmed | A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice |
| title_short | A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice |
| title_sort | scoping review of educator proficiency interventions in pharmacy education illustrated by an interdisciplinary model integrating pedagogical theories into practice |
| topic | pharmacy education educator proficiency faculty development hidden curriculum interdisciplinary cooperation pedagogy |
| url | https://www.mdpi.com/2226-4787/11/6/172 |
| work_keys_str_mv | AT gabriellanagy ascopingreviewofeducatorproficiencyinterventionsinpharmacyeducationillustratedbyaninterdisciplinarymodelintegratingpedagogicaltheoriesintopractice AT ferencarato ascopingreviewofeducatorproficiencyinterventionsinpharmacyeducationillustratedbyaninterdisciplinarymodelintegratingpedagogicaltheoriesintopractice AT istvangtelessy ascopingreviewofeducatorproficiencyinterventionsinpharmacyeducationillustratedbyaninterdisciplinarymodelintegratingpedagogicaltheoriesintopractice AT arankavarga ascopingreviewofeducatorproficiencyinterventionsinpharmacyeducationillustratedbyaninterdisciplinarymodelintegratingpedagogicaltheoriesintopractice AT andrasfittler ascopingreviewofeducatorproficiencyinterventionsinpharmacyeducationillustratedbyaninterdisciplinarymodelintegratingpedagogicaltheoriesintopractice AT gabriellanagy scopingreviewofeducatorproficiencyinterventionsinpharmacyeducationillustratedbyaninterdisciplinarymodelintegratingpedagogicaltheoriesintopractice AT ferencarato scopingreviewofeducatorproficiencyinterventionsinpharmacyeducationillustratedbyaninterdisciplinarymodelintegratingpedagogicaltheoriesintopractice AT istvangtelessy scopingreviewofeducatorproficiencyinterventionsinpharmacyeducationillustratedbyaninterdisciplinarymodelintegratingpedagogicaltheoriesintopractice AT arankavarga scopingreviewofeducatorproficiencyinterventionsinpharmacyeducationillustratedbyaninterdisciplinarymodelintegratingpedagogicaltheoriesintopractice AT andrasfittler scopingreviewofeducatorproficiencyinterventionsinpharmacyeducationillustratedbyaninterdisciplinarymodelintegratingpedagogicaltheoriesintopractice |