 Definition  The demand continues  Is an academic career a good fit for you ?  Academia: many roles outside classroom  Role of faculty member ◦ Teaching ◦ Research ◦ Service  Faculty Appointments

 “ Academia” may be defined as belonging to a university faculty, usually that of a college of pharmacy  However, pharmacists may also hold academic positions in medical, veterinary, and other health care–related educational institutions

 Demand for pharmacists & pharmacy services continue to increase as the population grows, ages, & increasingly rely on medications  This demand cannot be met without a sufficient number of colleges of pharmacy, & most important without faculty members to teach students  Pharmacy educators will be on the forefront of discovering new knowledge & educating both patients & students

 Attractions of Academia ◦ Teaching & working with student pharmacists ◦ Learning: enjoy the challenge of staying on top of new knowledge in the field ◦ Solving problems through innovative thinking: design experiments & collect data to evaluate value of any new approach

 Attractions of Academia ◦ Variety: positions requires performing a diverse range of activities (multitasking) ◦ Autonomy & Flexibility: set your own schedule regarding when & where to perform work ◦ Working in teams during teaching, research, serving on committees ◦ Prestige : be held in high esteem by community

 Administrators: deans, assistant & associate deans, department chairs, program directors  Research scientist : work in labs, clinics  Laboratory Instructors: assist students in acquiring knowledge & skills necessary to practice

 Experiential education specialists: identify, develop & evaluate practice sites & preceptors for training  Pharmacy Practitioners: serve as preceptors for students

 The Academic Triad: ◦ Teaching ◦ Research ◦ Service

 Transferring knowledge from an expert to a learner  Appears to be simple, straightforward !!!!?????  The challenge is knowing how to effectively transfer knowledge so learners can understand & apply it  Teaching is a skill that is harder than it looks  Best teachers are constantly learning

 Teaching Methods: ◦ Lecturing: faculty transmit information using primarily one-way communication ◦ Facilitating seminars: facilitate sessions in which a small group of students explore a specific topic. Two- way exchange of ideas ◦ Facilitating lab sessions: allows students to apply what they have learned

 Teaching Methods: ◦ Meeting with students: meet students during office hours to discuss topics they did not understand or want to learn more about ◦ Precepting: faculty supervise students as they learn how pharmacists practice (hospital, community, government)

 Teaching Challenges: ◦ Preparation: many hours are required to prepare a lecture (reviewing knowledge, preparing slides, handouts, exercises) ◦ Expectations: challenging students to learn & preparing them to apply knowledge later on

 Teaching Challenges: ◦ Tailoring teaching methods depending on the material ◦ Using technology effectively ◦ Assessment: preparing exams, projects, term papers

 Research settings may include: ◦ Laboratory ◦ Clinics & hospitals ◦ Community pharmacy settings ◦ Classroom ◦ Government ◦ Industry

A) Laboratory Setting ◦ Use cellular or animal models to evaluate treatments, medications, genes ◦ Expensive (requires funding grants) ◦ Require skill that will likely need to be developed in fellowship or Ph.D. program ◦ Require substantial physical & human resources (e.g. specialized equipment, research technicians)

B) Clinics & Hospital Setting ◦ Perform studies evaluating drug safety, efficacy, dosing ◦ Excellent for both retrospective & prospective research ◦ Retrospective research requires only time & effort ◦ Prospective research is expensive & requires funding

C) Community Practice Settings ◦ Ideal for evaluating pharmacist interventions & medication education ◦ Research in this area is particularly important because healthcare reform is likely to challenge the current model of dispensing medication

D) Classroom ◦ Evaluate factors such as how curricular change affects educational outcomes ? How teaching methods affect achievement of educational objectives? ◦ Can be folded into day-to-day activities

E) Government ◦ Perform basic, clinical, & nonclinical research within FDA or Ministry of Health ◦ Enormous resources

F) Industry ◦ Evaluation of extending indications for a marketed drug or development of a new drug ◦ Research is sponsored by industry ◦ Often initiated by the company but investigator-initiated research is possible

 Committees ◦ Serve to shape operational & administrative functions ◦ E.g. committees dealing with admission, assessment, curriculum, student progression, promotion……etc. ◦ On college & department levels ◦ New faculty often have few responsibilities on committees than seasoned members do

 Patient Care ◦ For faculty with clinical practice responsibilities ◦ Enables faculty to see the impact of their work relatively quickly ◦ Not only patient care but also serving on committees within the healthcare facility (e.g. Pharmacy & therapeutics committee) & educating students ◦ Must be balanced with other faculty commitments

 Advancing the Profession ◦ Achieved through membership & service in professional organizations (e.g. Saudi Pharmaceutical Society) ◦ These organization provide opportunities for:  Education  Professional development  Leadership roles  Advocating organization goals

 Consulting ◦ Serve as consultants to pharmaceutical industry e.g.  Advise drug developers on appropriate uses of products  Develop & test new drugs and delivery methods  Perform economic analysis of medication use ◦ Can also consult for professional organizations, government, book & journal publishers, physicians

 Community Service ◦ Assisting patients at a free clinic ◦ Conducting brown bag medication reviews ◦ Presenting educational seminar at a community or senior center ◦ Educating public about aspects of medication use such as drug abuse, immunization

 Demonstrator/Teaching Assistant ◦ Faculty with little or no experience ◦ Completed undergraduate degree (Bachelor/Pharm D) ◦ Help teach courses with laboratories or discussion sections

 Lecturer ◦ Completed postgraduate degree (Master degree) ◦ Help teach courses with laboratories or discussion sections ◦ Sometimes involved in teaching actual courses

 Volunteer/Adjunct Instructor ◦ Instructor who teaches for but is not employed by the university ◦ Often volunteers or asked to collaborate with the university ◦ Teaching may range for labs & discussion sections (volunteers) to part of courses to precepting students during practice (adjunct instructor)

 Assistant Professor ◦ Has a terminal degree (PhD) & some teaching & research experience ◦ In clinical pharmacy (pharmacy practice) departments, assistants professors have Pharm D degree & completed fellowship or residency training

 Associate Professor ◦ Teaching, research, & service records meet or surpass expectations set by their institutions ◦ Shows promise for continued professional growth

 Professor ◦ Highest rank assigned by academic institutions ◦ Long & distinguished records of teaching, research and service ◦ Often has a national or international reputation in a specific field