Group items tagged

Divides the syllabus into practical, theoretical, and institutional functions

The goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality. Here you will find lists of regional and national accrediting agencies recognized by the U.S. Secretary of Education, functions of accreditation in U.S. higher education, and the oversight provided by the U.S. Deptartment of Education on accrediting bodies.

This article is an in-depth review of how the Kirkpatrick model can be adapted to help develop and assess training in higher education. It discusses all four levels of the model and assesses not only ways that the Kirkpatrick model can provide feedback to the educators, but also to the institutions of higher learning.

In this study, the authors explored the roles of a mentor, characteristics of a good mentor-mentee relationship, and barriers to mentorship by interviewing medical students and medical professors at two institutions in Canada. The surveyors asked mostly open-ended questions during the interview, which helped the authors explore views that were not mentioned in previously published literature. Both the mentors and mentees recognized that having a mentor is key to the mentee's future success. This article was different from others in that it examined the mentor-mentee relationship from both sides.

This article looks at mentoring and is key attributes differently than other articles, in that these things are examined in the context of a junior-senior faculty relationship. Previous articles looked at mentoring from a student-faculty standpoint. The authors also recognize that the mentor-mentee relationship evolves over time, and clearly define the steps or phases of the mentor-mentee relationship. The last section of the article focuses on how universities and other institutions can set up a formal mentoring program.

This document written by ACPE provides guidelines for the development and oversight of pharmacy education programs. The most recent revision of standards occurred in 2007, and are set to be reviewed in the 2013-2014 academic year. There are six categories of standards which provide the institution, student, faculty member, and staff guidelines for successful administration of a Doctor of Pharmacy program. The standard of mission, planning, and evaluation ensures that a school has mission and goals relevant to the vision of pharmacy practice to serve the needs of society. The standard of organization and administration includes recommendations for the internal and external functions of the school to be harmonious with their mission and goals. The standards for curriculum ensure that a thorough foundation of coursework is provided for a student to "contribute to the profession of pharmacy thoughout their career". The standards for students ensures that the school has adequate resources to support their education, where as standards for faculty and staff ensure the school has fair and equitable resources to attract and retain faculty. The standards for facilities and resources ensures an appropriate environment for a high quality education is offered.

ACPE Guidelines Draft 2016