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This portion of the ASHP website offers a wealth of information related to the standards and accreditation of all pharmacy residency programs. General information is offered as well as specific information related to the different PGY-1 programs (pharmacy practice, community pharmacy, and managed care) and the wide variety of PGY-2 residency programs. This site is the end all be all for anyone needing information related to the regulations within pharmacy residency programs.

"Every aspect of life in ancient Egypt was informed by the stories which related the creation of the world and the sustaining of that world by the gods. "

A good overview that outlines the differences between formal and informal mentoring, and certain barriers to formal mentoring

A lengthy, yet thorough primer on mentoring including formal and informal mentoring and how to help set up successful mentoring programs.

Dr. Stephen Chew is a professor and chair of psychology at Samford University in Birmingham, AL. He is a cognitive psychologist with interests in teaching strategies, formative assessment, and cognition & instruction. I have included brief descriptions of his video series below: Video series: "How to study long and hard and still fail… or how to get the most out of studying" Video #1: "Beliefs that make you stupid" 1. Learning is fast. 2. Learning isolated facts (note cards). 3. Fixed mindset. 4. Good at multi-tasking (while studying, i.e. texting, computer breaks, games, etc.) Video #2: Examined a study looking at "levels of processing." Study examines shallow v. deep processing, intent v. incidential exposure, and strict memorization. Group with deep processing (regardless of intent v. incidential) had the highest recall. Shallow = memorization. Deep = understanding, comprehending, applying, visualizing Video #3: Four ideas to achieve deep processing: elaboration (how does this relate?), distinction (how is this similar/different?), personal (how does this relate to experience?), appropriate retrieval and application (how am I expected to use or apply this concept?). Extent of use of each principle depends on professor style! Video #4: Study strategies: Ask questions! (facts [ok], relationships, compare/contrast, apply in new situation, apply to personal experience, etc.). Concept maps (visual learners?), Retrieve info in way teach expects (2 parts: recall without notes, use information). Also discusses note-taking, good highlighting. Video #5: Don't panic/deny failure. Evaluate exam preparation (lecture, required readings, study technique, etc.), review exam with professor, review notes!, talk with professor, develop revised study plan.

This website is a great resource aimed for learners and teachers of any kind, created as a free educational public service for anyone to reproduce. It is even translated into 38 different languages! The website includes information under a variety of categories: learning and studying; internet; project and time management; writing and vocabulary; thinking and evaluation; reading and research; and math and science. Topics range from strategies for creating a test, to stress management, to information about learning techniques. Many of them even contain multimedia components to enhance learning (for example, see "Thinking Critically").

While this instructor guide was written specifically for teachers at Furman University, it provides a lot of good information for teaching in general including instructions on how to get prepared to teach. It includes information on determining objectives, choosing course materials, outlining course procedures, and choosing methods of instruction-all things that are taken into consideration when creating a lesson plan.

This is a great blog about education, in general but I stumbled on it while looking for teaching styles information.

A website which gives a quick run-down of some of the qualities preceptors should have and incorporate into their teaching styles. Includes tables and charts for easier reading

This "monograph" has a nice outline of the basic components of precepting. Not the most visually appealing resource but the information is useful

Spectrum of teaching styles was originally developed by Muska Mosston for physical education, but can be applied to any type of teaching. The website provides detailed information about each teaching style in the spectrum, further explaining each in terms of the teacher's subject matter objectives and behavior objectives. I find this theory to be quite specific about each type of style, which can be useful for both new teachers and teachers who are looking for new ways to teach.

A list of 30 ideas known about adult learning. Quick resource of information for motivation, curriculum design, and approaching interactions in the classroom: all useful for effective engagement of the adult learner.

ERIC is the PubMed of education, yet can be hard to search. A trick I was taught was to first use the Thesaurus feature to find appropriate search terms. I usually start with "medical education" as shown. Once you then click "search", you will be brought to more links that you can focus or explore - sort of like MESH terms (but they function differently). Over time you will learn what "terms" are tagged to articles and can search within those tags only. This will help eliminate research papers that may not interest you (say, K-12 education).

If you can get past the title, this website provides a wealth of information on the flipped classroom model, including how to create flipped videos, tips for classroom flipping, video hosting... there's even a "pay for play" function where you can get paid for your videos if they get picked up and used by other instructors. The website was created by Renato Cataldo, a pharmacy educator who now focuses on researching and developing instructional technology.

Provides an overview of the flipped classroom model, including research supporting its use, important concepts for successful implementation, and links to more information. A variety of other topics are also featured on the website, including collaborative teaching, team-based learning, problem-based learning, etc.

In this article, the author discusses learning needs assessment in the context of medicine. She discusses some of the informal ways in which physicians may identify their own learning needs.

This website walks an instructor through the planning and teaching process. It provides information on how to prepare to teach and explanations of important things to consider in course design. It also offers strategies for effective lesson planning along with links to additional resources such as readings and video clips.

This website offers information on the importance of objectives and explains how the objectives are what drives your lesson plan and the teaching methods that are used. It supplies methods to help teachers create clear course objectives and provides examples of activities that can be used to assess whether students have mastered the objectives.

Informative study looking at how what students get out of a demonstration can vary widely depending on how it is approached. I think this shows very effectively that demonstrations given without background instruction, context, or guidance can fail to show the intended concept. Observers need to know what to look for.