• Advocating for action: Recogni...

Treffer: Advocating for action: Recognizing experiential education educators across academia.

Title:
Advocating for action: Recognizing experiential education educators across academia.
Authors:
Trovinger SN; Manchester University, College of Pharmacy, Fort Wayne, IN, United States of America. Electronic address: sntrovinger@manchester.edu., Murzello A; Larkin University, College of Pharmacy, Miami, FL, United States of America. Electronic address: amurzello@larkin.edu., Lendoiro J; Palm Beach Atlantic University, 901 S Flagler Drive, West Palm Beach, FL 33401, United States of America. Electronic address: Jessica_Lendoiro@pba.edu., DelMonte K; St. John Fisher University, Wegmans School of Pharmacy, Rochester, NY, United States of America. Electronic address: kdelmonte@sjf.edu., Champion S; Manchester University, College of Pharmacy, Fort Wayne, IN, United States of America. Electronic address: sjchampion@manchester.edu.
Source:
Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2026 Jan; Vol. 18 (1), pp. 102486. Date of Electronic Publication: 2025 Sep 26.
Publication Type:
Journal Article
Language:
English
Journal Info:
Publisher: Elsevier Country of Publication: United States NLM ID: 101560815 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1877-1300 (Electronic) Linking ISSN: 18771297 NLM ISO Abbreviation: Curr Pharm Teach Learn Subsets: MEDLINE
Imprint Name(s):
Original Publication: New York : Elsevier
MeSH Terms:
Problem-Based Learning*/methods , Problem-Based Learning*/trends , Problem-Based Learning*/standards , Education, Pharmacy*/methods , Education, Pharmacy*/trends , Faculty, Pharmacy*/statistics & numerical data, Humans ; Surveys and Questionnaires ; United States ; Schools, Pharmacy/organization & administration ; Academia
Contributed Indexing:
Keywords: Experiential education; Promotion; Promotion guidelines
Entry Date(s):
Date Created: 20250927 Date Completed: 20251101 Latest Revision: 20251101
Update Code:
20251102
DOI:
10.1016/j.cptl.2025.102486
PMID:
41014886
Database:
MEDLINE

Weitere Informationen

Introduction: The 2024 American Association of Colleges of Pharmacy (AACP) Profile of Pharmacy Faculty survey highlights potential rank disparities for directors and coordinators of experiential education (EE) compared to traditional faculty.(American Association of Colleges of Pharmacy, 2024 <sup>1</sup><sup>)</sup> Challenges stem from promotion guidelines favoring research and teaching, despite the critical contributions of EE professionals, which deserve equal recognition in academic pharmacy.
Perspective: The Doctor of Pharmacy's experiential education expansion has increased faculty roles for EE directors and coordinators, yet promotion disparities persist. EE directors face challenges due to administrative duties, traditional metrics favoring research, and undervalued teaching roles.
Implications: Institutions should revise promotion guidelines, if appropriate, to include non-traditional faculty roles. Education sessions aimed at stakeholders outside of the specialty would bring awareness to the issue and offer actionable solutions that would benefit all members of the pharmacy education community. Involving EE professionals ensures parity, celebrates faculty strengths, and promotes diverse contributions to enrich and advance the academic and professional community.
(Copyright © 2025 Elsevier Inc. All rights reserved.)

Declaration of competing interest The authors do not have any conflicts of interest.