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dc.contributor.authorClemmons, Amber
dc.contributor.authorLebovitz, Lisa
dc.contributor.authorFulford, Mike
dc.contributor.authorGreene, Kayleigh
dc.contributor.authorFranks, Andrea
dc.contributor.authorBranan, Trisha
dc.contributor.authorPlake, Kimberly Illingworth
dc.date.accessioned2022-02-24T19:06:45Z
dc.date.available2022-02-24T19:06:45Z
dc.date.issued2021-12-27
dc.identifier.urihttp://hdl.handle.net/10713/18099
dc.description.abstractIntroduction: To describe the impact of the SARS-CoV-2 pandemic on teaching, research, practice, and work-life integration for pharmacy faculty at research-intensive institutions. Methods: An online survey related to transition to remote work, impact on faculty responsibilities, demographics, and other elements was sent to nine research-intensive United States public schools/colleges of pharmacy. Respondents were asked to describe challenges in moving to remote instruction as a result of the pandemic. The 75-item survey asked respondents to rate the degree to which factors were challenging and levels of concern with the abrupt transition. Responses were analyzed using descriptive statistics and comparison of means using paired samples t-tests between spring and fall semesters, for the types of students taught, and for faculty discipline. Results: Surveys were completed by 279 faculty (36% response rate), with 62% self-identifying as pharmacy practice faculty. The highest reported challenges were family/home responsibilities (41%), assisting children with schoolwork (28%), and availability of childcare (22%). Concerns most identified by respondents were increased workload, potential for academic dishonesty, and inability to effectively conduct hands-on activities. Practice faculty encountered barriers using telehealth and delivering virtual experiential education, while both practice and research faculty reported concerns with research progress. Conclusions: The pandemic has led to substantial challenges and increased workload in many areas. As the pandemic persists, administration should consider reported barriers and concerns to inform expectations. Evaluation of novel instructional design, assessment methods, and best practices in the virtual learning environment is highly encouraged to ensure student competencies are met.en_US
dc.description.urihttps://doi.org/10.1016/j.cptl.2021.11.018en_US
dc.description.urihttp://www.ncbi.nlm.nih.gov/pmc/articles/pmc8711793/en_US
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.relation.ispartofCurrents in Pharmacy Teaching & Learningen_US
dc.rightsCopyright © 2021 Elsevier Inc. All rights reserved.en_US
dc.subjectCOVID-19en_US
dc.subjectFacultyen_US
dc.subjectHigher educationen_US
dc.subjectPharmacyen_US
dc.titleImpact of the COVID-19 pandemic on faculty at research-intensive United States schools/colleges of pharmacy.en_US
dc.typeArticleen_US
dc.identifier.doi10.1016/j.cptl.2021.11.018
dc.identifier.pmid35190155
dc.source.journaltitleCurrents in pharmacy teaching & learning
dc.source.volume14
dc.source.issue2
dc.source.beginpage145
dc.source.endpage152
dc.source.countryUnited States


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