Availability and characteristics of teaching and learning curriculum programs for first year pharmacy residents: A national perspective

AbstractIntroductionPrevious surveys on teaching and learning curriculum (TLC) programs focus on specific populations (ie, schools and colleges of pharmacy). However, the prevalence and characteristics of TLC programs available through pharmacy residency programs across the spectrum of postgraduate year one (PGY1) programs is not known.ObjectivesTo determine the national prevalence, requirements, cost, and reasons for offering TLC programs in United States (US).MethodsAfter pilot testing, an electronic survey was sent to all pharmacy PGY1 residency program directors in the US. The survey asked respondents if a TLC program was available through their program and, if so, queried additional details about requirements for resident participants and cost considerations. Additionally, participants were asked to rank reasons for not making TLC programs available, if applicable. Data were summarized using descriptive statistics.ResultsThere were 419 surveys at least partially completed, which represented a 28.2% response rate and similar geographic distribution of respondents to that of the overall population of residency programs. Nearly 95% of responding residency programs offer a TLC program to their residents. Consistent with recommendations, a variety of teaching activities are completed by residents, with classroom instruction (75.2%) being most common. However, dyssynchrony exists between classroom instruction and didactic assessment (59.3%). Simulation and laboratory teaching opportunities was the least prevalent teaching activity (49%). Most TLC programs are not associated with a fee, but about 25% reported charging at least $25 per resident.ConclusionTLC programs are commonly offered through PGY1 pharmacy residency programs in the US. Most programs are facilitated by schools or colleges of pharmacy and offer residents a wide variety of teaching opportunities. However, there remains a gap in assessment and in simulation or lab teaching opportunities. The results of this study can be used by residency and TLC programs for self‐examination and quality improvement efforts.