Objective. To assess pharmacy faculty's knowledge of prominent and prevalent teaching and learning myths and misconceptions and evidence-based strategies prior to training.Methods. Participants completed a baseline assessment containing 16 true-false knowledge questions about teaching and learning misconceptions (10) and myths (six), one open-ended application question, and four participant demographic questions including years of experience in pharmacy academia, the focus of their institution (teaching or research), the number of education meetings attended, and whether they had formal training in education. After completing the baseline assessment of the top 16 misconceptions and myths, faculty were trained on the top 10 evidence-based teaching and learning strategies. At session completion, faculty were provided the assessment answers and scored their original responses.Results. Results from the survey revealed that most responders (56%) had been in academics between one and 10 years and attended two to 10 education meetings (62%). The majority of participants worked at teaching-intensive universities (56%), and most had no formal training in teaching (65%). The average score on the assessment was 43% for the myths section versus 70% for the misconceptions section. Faculty participants were overconfident in their predictions (predicted=74%, actual=60%). Faculty demographics did not influence the assessment scores.Conclusion. Pharmacy faculty may not know which teaching and learning strategies are evidence based and which are myths or misconceptions. In addition, they are likely to be overconfident in their knowledge of this evidence. This provides opportunity for faculty development in these areas.
Keywords: evidence-based education; faculty development; learning myths.
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