One of the most difficult challenges for schools and colleges of pharmacy is the recruitment and retention of faculty members. According to the American Association of Colleges of Pharmacy (AACP), approximately 56% of vacant faculty positions exist due to lack of academic-based qualifications and this percentage is expected to increase.1 Factors associated with this shortage include the increasing number of pharmacy schools, and lack of teaching experience and research exposure among residents, resulting in lack of interest in a career in academia.2-5
Research articles have examined teaching experiences and variables that influence a pharmacy resident's interest for academic faculty positions.2-4 Sheaffer and colleagues identified predictors associated among first-year pharmacy residents (PGY1s) with academic career choices. Residents who had opportunities to engage in small teaching groups, were exposed to teaching seminars, and participated in course design and/or assessments in their residency programs were more likely to consider faculty positions.3 McNatty and colleagues examined the correlation between teaching experiences and academic career choices among American Society of Health-System Pharmacist (ASHP) residency programs. Positive factors that influenced residents to pursue faculty positions were providing didactic lectures; participating in problem-based or small group learning seminars; and serving as a primary preceptor during their residency term.4 In summary, authors have identified the need to increase teaching exposure and increase academic-based training in order to increase residents' preparedness to pursue faculty positions, and potentially alleviate the faculty shortage.2-5
Loma Linda University School of Pharmacy (LLUSP) recognized the difficulty in recruiting qualified faculty candidates, so in an effort to address this issue, a pharmacy practice residency program (PGY1) with an emphasis in academia was implemented. The LLUSP PGY1 program (ASHP-accredited) consists of clinical requirements (75%) and academic requirements (25%) upon completion. Each resident is required (1) to provide didactic lectures (approximately 3 hours or more depending on resident interest); (2) to provide experiential teaching and case-based or problem-based group conference seminars (40 hours; 2 hours per session); (3) to assist in syllabus development; (4) to participate in faculty and preceptor development workshops; (5) to participate in a school-wide committee (ie, curriculum, assessment, admissions) and faculty meetings; (6) to participate in clinical research with an emphasis in research design and statistical analysis; and (7) to mentor pharmacy students, as a primary preceptor. Academic electives are offered to residents who have a particular specialty interest (ie, cardiology, drug information). Exposure to academia through the LLUSP PGY1 program does not fully equip residents to become full-time academicians; however, it may mentally prepare them to pursue a career in academia. Residents may initially express an interest in academia; however, with minimal academic exposure in PGY1 residency programs, it may be insufficient to build a resident's confidence to pursue a career in academia. LLUSP has had positive and encouraging experiences with past and current residents. Currently, 1 of 3 residents who has completed this program is a now an assistant faculty member at LLUSP. A further effort to reinforce teaching concepts into the residency program includes the incorporation of teaching certificates.6,7 To further address the need to incorporate additional clinical research in residency programs5 with additional development in teaching and service, LLUSP is in currently developing a PGY2 Academic Residency Program and/or Academic Fellowship. To our knowledge, a limited number of pharmacy practice residency programs require this level of exposure to academia. Job descriptions for academic faculty position requirements include clinical practice, teaching and scholarship. To alleviate the recruitment challenge, more PGY1 with an Emphasis in Academia must be created to meet the standard job description for faculty positions.
Sharlyn Guillema, PharmD
Any-Vuong Ly, PharmD
Loma Linda University
REFERENCES
- 1.Vacant budgeted and lost faculty positions–academic year 2004 - 2005. ACCP Institutional Research Brief Volume 6. Available at: http://www.aacp.org/Docs/MainNavigation/InstitutionalData/7309_IRBNo6-Facultyvacancies.pdf. Accessed November 3, 2008.
- 2.Clark CA, Mehta BH, Rodis JL, Pruchnicki MC, Pedersen CA. Assessment of factors influencing community pharmacy residents' pursuit of academic positions. Am J Pharm Educ. 2008;72(1) doi: 10.5688/aj720103. Article 3. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 3.Sheaffer EA, Brown BK, Byrd DC, et al. Am J Pharm Educ. 2008;72(3) doi: 10.5688/aj720349. Article 49. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 4.McNatty D, Cox CD, Seifert CF. Assessment of teaching experiences completed during accredited pharmacy residency programs. Am J Pharm Educ. 2007;71(5) doi: 10.5688/aj710588. Article 88. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 5.Ellis JJ, McCreadie SR, McGregroy M, Streetman D. Effect of pharmacy practice residency training on residents' knowledge of and interest in clinical research. Am J Health-Syst Pharm. 2007;64:2055–63. doi: 10.2146/ajhp070063. [DOI] [PubMed] [Google Scholar]
- 6.Castellani V, Haber SL, Ellis SC. Evaluation of a teaching certificate program for pharmacy residents. Am J Health-Syst Pharm. 2003;60(10):1037–41. doi: 10.1093/ajhp/60.10.1037. [DOI] [PubMed] [Google Scholar]
- 7.Romanelli FR, Smill KM, Brandt BF. Teaching residents how to teach: a scholarship of teaching and learning certificate program for pharmacy residents. Am J Pharm Educ. 2005;69(2) Article 20. [Google Scholar]