Filling the Pipeline of Science Faculty Through Situated Learning

Abstract

Objectives: To meet the demand for well-qualified science by training of chemistry graduate students and postdoctoral fellows with no prior exposure pharmacy education using situated learning theory. Method: Reviewing the “situated” learning opportunities prior chemistry students at the University of Maryland School of Pharmacy (UMSOP) were provided during their transition to faculty positions at schools of pharmacy was used to create a matrix of activities, and contextual knowledge regarding academic pharmacy that supported this transition. The matrix was then evaluated for thematic areas that would systematically encourage and develop students and fellows for academic pharmacy positions. Results: Three thematic areas of development were identified as critical components to a successful transition into academic pharmacy. They include: (1) Exposure to Academic Pharmacy - interviews with pharmacists and faculty from other institutions, attendance and presentations at national meetings, pharmacy curriculum expectations through participation in academic and admissions events, and participation in AACP. (2) Developing Teaching Excellence – teaching observation of faculty in various settings, and mentoring by educational technology staff. The creation of educational materials with mentor review. (3) Academic Service - mentoring students, supporting course administration, and observing committees. This evaluation has resulted in a pilot program at UMSOP. Implications: By developing an awareness and understanding of academic pharmacy through active and peripheral participation, trainees can develop a passion for pharmacy education and in turn expand the pipeline of future pharmacy faculty. The situated context requires little-to-no implementation cost, but requires close stewardship by a senior mentor(s) and institutional commitment to programmatic success.