Pharmacy residents as primary educators within a professional pharmacy elective

Meredith L. Howard, Taylor D. Steuber, Alison M. Walton, Sarah A. Nisly

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


Background and purpose The purpose of this study was to evaluate the impact of a course change from a faculty-led professional pharmacy elective to a primarily pharmacy resident-led course on student satisfaction and learning. Educational activity and setting In 2014, pharmacy residents were transitioned into primary teaching roles in a drug-induced diseases elective to increase student exposure to residents and different teaching styles. Student learning roles did not change. Course evaluations and grades were compared between the resident-led year and prior year. Findings There was no significant difference between overall course grades during the resident-led year (94.2 ± 36.6 in 2014 vs. 94.1 ± 2.7 in 2013; p=0.975). Course evaluations were similar to the previous year and students provided favorable feedback. Discussion and summary This pharmacy resident-led elective allowed for resident integration in to an interactive professional elective. Student satisfaction with the course remained similar to the previous year and overall course grades did not differ.

Original languageEnglish
Pages (from-to)862-868
Number of pages7
JournalCurrents in Pharmacy Teaching and Learning
Issue number5
StatePublished - Sep 2017


  • Professional elective
  • Residency training
  • Teaching


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