Exploring Benefits of Instructional Coaching as a Model to Improve Teaching Practices in Pharmacy Education

IF 3.8 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2025-02-28 DOI:10.1016/j.ajpe.2025.101382

Justin Cole Wilder, Sandy Diec

{"title":"Exploring Benefits of Instructional Coaching as a Model to Improve Teaching Practices in Pharmacy Education","authors":"Justin Cole Wilder, Sandy Diec","doi":"10.1016/j.ajpe.2025.101382","DOIUrl":null,"url":null,"abstract":"<div><h3>Objective</h3><div>This narrative review explores instructional coaching as a valuable faculty development strategy in pharmacy education to enhance teaching practices and improve student learning outcomes. This manuscript serves as a preliminary examination of the potential benefits of instructional coaching, drawing on current literature.</div></div><div><h3>Findings</h3><div>The Accreditation Council for Pharmacy Education standards emphasize professional development to improve faculty performance. However, traditional offerings often lack personalization, sustained practice, and empirical links to improved student achievement. In contrast, instructional coaching provides personalized, job-embedded support through collaborative dialogue. It fosters the application of evidence-based teaching methods, promotes educator self-reflection on learner-centered practices, and bridges the gap between theory and practice. While limited data exist on instructional coaching in pharmacy education, substantial research demonstrates that it significantly enhances teaching quality and student outcomes in elementary and secondary education. Instructional coaching encourages instructors to engage in critical reflection on their teaching philosophies and learners' needs. This reflective practice is essential for academic development and for transitioning from educator-centered to learner-centered instruction.</div></div><div><h3>Summary</h3><div>Instructional coaching emerges as a promising model to improve pharmacy faculty's instructional practices and student learning outcomes. By providing personalized, job-embedded support fostering reflective practice, it can shift beliefs and bridge the gap between theory and practice. Pharmacy education stakeholders should implement and evaluate instructional coaching through robust research to validate its effectiveness, examining impacts on instructor development, teaching quality, and student achievement. As learner needs evolve, this faculty development approach ultimately aims to enhance pharmacy education and promote student success.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 4","pages":"Article 101382"},"PeriodicalIF":3.8000,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0002945925000270","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}

引用次数: 0

Abstract

Objective

This narrative review explores instructional coaching as a valuable faculty development strategy in pharmacy education to enhance teaching practices and improve student learning outcomes. This manuscript serves as a preliminary examination of the potential benefits of instructional coaching, drawing on current literature.

Findings

The Accreditation Council for Pharmacy Education standards emphasize professional development to improve faculty performance. However, traditional offerings often lack personalization, sustained practice, and empirical links to improved student achievement. In contrast, instructional coaching provides personalized, job-embedded support through collaborative dialogue. It fosters the application of evidence-based teaching methods, promotes educator self-reflection on learner-centered practices, and bridges the gap between theory and practice. While limited data exist on instructional coaching in pharmacy education, substantial research demonstrates that it significantly enhances teaching quality and student outcomes in elementary and secondary education. Instructional coaching encourages instructors to engage in critical reflection on their teaching philosophies and learners' needs. This reflective practice is essential for academic development and for transitioning from educator-centered to learner-centered instruction.

Summary

Instructional coaching emerges as a promising model to improve pharmacy faculty's instructional practices and student learning outcomes. By providing personalized, job-embedded support fostering reflective practice, it can shift beliefs and bridge the gap between theory and practice. Pharmacy education stakeholders should implement and evaluate instructional coaching through robust research to validate its effectiveness, examining impacts on instructor development, teaching quality, and student achievement. As learner needs evolve, this faculty development approach ultimately aims to enhance pharmacy education and promote student success.

查看原文本刊更多论文

探索教学辅导模式在药学教育教学实践中的作用。

目的：本研究提倡探索教学辅导作为药学教育中有价值的教师发展策略，以加强教学实践，提高学生的学习成果。这份手稿作为一个初步的探索到教学辅导的潜在利益，借鉴目前的文献。研究结果：药学教育认证委员会（ACPE）的标准强调专业发展，以提高教师的表现。然而，传统课程缺乏个性化、持续的实践以及与提高学生成绩的实证联系。相反，指导性辅导通过协作对话提供个性化的、嵌入工作的支持。它促进循证教学方法的应用，促进教育者对以学习者为中心的实践的自我反思，并弥合理论与实践的差距。虽然与药学教育相关的数据有限，但大量研究表明，教学辅导显著提高了中小学教育的教学质量和学生成绩。教学辅导引起教师对其教学理念和学习者需求的批判性反思。这种反思性实践是学术发展和教学从以教育者为中心向以学习者为中心过渡的关键。摘要：教学辅导作为一种有前途的模式出现，以改善药学教师的教学实践和学生的学习成果。通过提供个性化的、嵌入工作的支持，促进反思实践，它可以转变信念，将理论与实践联系起来。药学教育利益相关者应该通过强有力的研究来实施和评估教学指导，以验证其有效性，检查对教师发展、教学质量和学生成绩的影响。随着学习者需求的变化，这种教师发展方法的最终目的是提高药学教育质量和学生的成功。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

American Journal of Pharmaceutical Education 医学-学科教育

CiteScore

4.30

自引率

15.20%

发文量

114

期刊介绍： The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors. After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.