An Asynchronous Learning Approach for the Instructional Component of a Dual-Campus Pharmacy Resident Teaching Program

Gina Daubney Garrison, Patricia Baia, Jacquelyn E. Canning, Aimee F. Strang
2015 American Journal of Pharmaceutical Education  
Objective. To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college. Design. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination of the learning environment. Asynchronous online learning replaced distance technology or lecture capture. Using a pedagogical content knowledge framework, residents participated in
more » ... self-paced online learning using faculty recordings, readings, and discussion board activities. A learning management system was used to assess achievement of learning objectives and participation prior to progressing to the teaching experiences component of the teaching program (Part II). Assessment. Evaluation of resident pedagogical knowledge development and participation in Part I of the teaching program was achieved through the learning management system. Participant surveys and written reflections showed general satisfaction with the online learning environment. Future considerations include addition of a live orientation session and increased faculty presence in the online learning environment. Conclusion. An online approach framed by educational theory can be an effective way to provide pedagogy instruction within a teaching program.
doi:10.5688/ajpe79229 pmid:25861110 pmcid:PMC4386750 fatcat:fv6i4f3k2fdttbfa34xb2stmri