Teaching Portfolio C. Michael White, Pharm.D., FCP, FCCP Professor and Head Department of Pharmacy Practice University of Connecticut 02/02/12 Table of Contents: Section 1. Teaching Responsibilities A 2. Teaching Philosophy and Approach B 3. Teaching Goals and Awards C 4. Formal Letters of Teaching Assessment D 5. Student Didactic Teaching Assessment E 6. Student Experiential Teaching Assessment F 7. Non-Research Symposia/CE Programs G 8. Research Evaluating my Teaching H 10. Book Chapters and Review Articles of Note I
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Teaching Portfolio C. Michael White, Pharm.D., FCP, FCCP
Professor and Head
Department of Pharmacy Practice
University of Connecticut
02/02/12
Table of Contents:
Section
1. Teaching Responsibilities A
2. Teaching Philosophy and Approach B
3. Teaching Goals and Awards C
4. Formal Letters of Teaching Assessment D
5. Student Didactic Teaching Assessment E
6. Student Experiential Teaching Assessment F
7. Non-Research Symposia/CE Programs G
8. Research Evaluating my Teaching H
10. Book Chapters and Review Articles of Note I
Teaching Responsibilities Section A
C. Michael White, Pharm.D., FCP, FCCP
Professor of Pharmacy
University of Connecticut
TEACHING EXPERIENCE
Student/Resident
Precepting
Jan 1996 – Present
Precepted Undergraduate (UConn, Albany College of Pharmacy) and PharmD students
(UConn, SUNY Buffalo, Creighton, Ohio Northern, Mass College of Pharmacy) (n>300).
July 1998 – Present
Precepted Pharmacy Practice Residents (Hartford Hospital, Connecticut VAMC) (n=18).
Graduate Fellows August 1998 – July
1999 Interim Director of the Outcomes Research Fellowship at Hartford Hospital
Graduated Fellow: Prabashni Reddy, Pharm.D.
July 2002-June 2003
Interim Director of the Outcomes Research Fellowship at Hartford Hospital
Graduated Fellow: Craig Coleman, Pharm.D.
August 1998 – June 2006
Director of the Cardiovascular Outcomes Fellowship at Hartford Hospital
Graduated Fellows:
Alisha Dunn, Pharm.D. June 1999, Medical Science Liason Manager, Scios
Pharmaceuticals
James Tsikouris Pharm.D. June 2000, Currently Assoc Prof, University of
Pittsburgh
Jessica Song, Pharm.D. June 2001, Currently Assoc Prof, Univ of the Pacific
Michael Caron, Pharm.D. June 2002, Currently Medical Science Liason, Canyon
Pharmaceuticals
James Kalus, Pharm.D. June 2003, Currently Assoc Director, Henry Ford Hospital
Brian McBride Pharm.D., June 2004, Currently Asst Prof, Loyola University
Bokyung Min, Pharm.D. July 2005, Currently Asst Prof, Nova Southeastern.
Stephen Sander, Pharm.D. March 2006, Currently Manager, Outcomes Researcher,
Boringer-Ingelheim Pharmaceuticals,
Nickole Henyan, Pharm.D. June 2006, Currently Clinical Specialist, Shore Health
System
Krista Dale, Pharm.D. June 2007, Currently Clin Spec, Mississippi Medical Center
Sachin Shah, Pharm.D. June 2007, Currently Asst Prof, Univ of the Pacific
William L Baker, Pharm.D., BCPS., Currently Asst Prof, UCONN
Kurt Reinhart, Pharm.D., Currently Asst Prof. Wingate University.
2001-2003 Nonprescription Medication Course (PHRM 210). Lecture on Head & Body Lice.
2003 – Present Nonprescription Medication Course (PHRM 210). Lecture on Herbs With Cardiac
Implications.
2006 – 2007 Drug Induced Diseases (PHRM 258W). Lecture on Drug Induced Cardiac Disease
and Preceptor of Major Student Writing Projects
2008 – 2009 Pharmacy Honors Seminar (Phar 201). Lecture on Research Aimed to Prevent Drug
or Surgery Induced Diseases.
2008 – Present Evidence-Based Practice (PHRX 3095, ELECTIVE). Lectures on Evidence Based
Practice and Use of Systematic Review to Discern that Evidence.
2009-2010 Pharmacy Honors Seminar (Phar 201). Lecture on Research Related to Evience-
based Practice.
2009 – Present Drug Information II (PHRX3007). Lectures on Interpreting Primary Literature and
Statistical Analysis.
Masters in Clinical
Translational
Research
2008-2010 Core III: Evidence Based Practice. Lectures on Evidence-Based Practice and Use of
Meta-Analaysis/Systematic Review to Discern Evidence. UCHC, Farmington, CT.
Hartford Hospital
Didactic Courses
1996-2002 Advanced Practice Registered Nurse Certification Program (APRN). Lecturer on
Cardiovascular Therapeutics
1996-2003 Advanced Cardiac Life Support Certification Program (ACLS). Pharmacology
Lecturer.*
* - Awarded Best ACLS Teaching Program in New England 1999.
2001-Present Hartford Hospital Department of Pharmacy Core Competencies Lecture Series. Lectures on
Myocardial Infarction, Congestive Heart Failure, Hyperlipidemia, and Arrhythmias
Completed Annually and Video Taped. Video Tapes are Mandatory for New Pharmacist
Orientation Period.
2001-2009 University of Connecticut School of Medicine Medical Intern and Resident Pharmacology
Lectures at Hartford Hospital. Lectures on Myocardial Infarction, Congestive Heart Failure,
Hyperlipidemia, and Arrhythmias Completed Annually.
2002-2009 Hartford Hospital Division of Cardiology Fellow Lecture Series. Annual Lectures on
Research Within our Group and Treatment of Hypertension.
2003-2007 Coordinator of Advanced Cardiac Life Support Certification Pharmacology Lectures.
Teaching Philosophy and Approach Section B
C. Michael White, Pharm.D., FCP, FCCP
Professor of Pharmacy
University of Connecticut
“Some people talk in their sleep. Lecturers talk while other people sleep.”
– Albert Camus
The pharmacy profession entrusts me to train competent and compassionate future
pharmacists and to continue the training of current pharmacists. Pharmacists of
yesteryear such as Albert White and Henry Palmer have demonstrated to me through
their actions what an awesome responsibility that is. Their love and dedication for their
profession was passed down to me and I have a responsibility to pharmacists of the past
like them and to the pharmacists of tomorrow to bestow drug knowledge while also
instilling a sense of pride in the profession and a real personal concern for patient care.
As such, I believe that I need to be a teacher, facilitator, and leader. The important tenets
of didactic and experiential teaching to which I ascribe are delineated below.
As you read the tenets of my pedagogical approach, I hope you will appreciate that I did
not just stumble upon this philosophy and approach. I started with a strong baseline
teaching approach (emulated from the professors that impacted me such as Ronald Gailey
and Robert Hamilton) and then continued to refine it over the years. Discussions with
other instructors, reading books on leadership and teaching, and through self assessment I
have identified some weaknesses and attempted to correct them by trying some new
things. However, the biggest changes in my teaching have arisen from discussion that I
have had with the students about what instructors they love, what they love about them,
what are the things that I do well, and what I could do to improve my pedagogy. This
open exchange of ideas has been the primary driver of teaching improvement. Based on
this feedback and self-assessment I developed Pharmacist Interactive Clinical Cases
(PICCs). This learning platform seems especially well suited to demonstrating the use of
drug knowledge in the simulated care of the patient. With this case approach, I have first
used study methodology to evaluate instructional effectiveness. Overall, the PICCs cases
rated much higher amongst pharmacy students than standard case based teaching formats.
Didactic Teaching: I believe that there are 5 qualities that a teacher needs to have to
underpin optimal didactic pedagogy. I have tried to incorporate these in my teaching
wherever possible.
1. Pragmatic: To use the time allocated in a manner that optimizes the learning
experience. By starting with the time allocated to a certain topic and then
devising a the lecture content, I can determine the most important topics to be
covered and allow time to enrich the content with examples and cases,
empowering the students to learn and to utilize the information in their
professional lives, and to prevent boredom that sucks out student’s life force over
the course of the class period. I think that teachers get into trouble when they are
given a topic and think that it is a mandate that they need to cover 5 hours of
material in 3 hours. This stifles creativity, creates frustration amongst students,
and prevents optimal student learning.
2. Enriching: To provide not only the content but to provide context. Context is
important because it helps students see how the knowledge can be learned,
understood, and used in their professional lives. A Chinese Proverb states a
learning philosophy: “Tell me and I will forget, show me and I may remember,
involve me and I will understand.”
3. Empowering: Even if students understand a concept and know how it can be used
in patient care, that doesn’t assure that they will use that information in that
manner in their professional lives. Students, like most everyone, need to be
inspired to act for the betterment of their patients. To create a caring health
professional, real life examples of medical care gone wrong due to a lack of
involvement and the impact of a health professional on a patient’s life really does
motivate students in a positive way.
4. Not Boring: The best content and the snappiest slides will not achieve optimal
knowledge attainment if the students are bored. The use of enrichment to help
understanding and involvement of the students in the learning process as well as
empowering students are important techniques to stave off boredom. However,
the use of humor dispersed sparingly throughout the class period that is loosely or
integrally related to the topic material not only stimulates interest but also makes
the faculty person seem more approachable and human. If done too much, it can
causes a loss of student focus and distracts from learning.
5. In Control: While some measure of lightheartedness in class is valuable and
student perception that it is ok to ask questions is valuable, the majority of
students should not be disadvantaged from learning due to disruptive students.
Acceptable student conduct needs to be explicitly spelled out and the faculty
member needs to assure that a single student does not have the capacity to derail
the learning of the majority. I am sure that at this point most people reading this
are thinking about the poorer quality student or the class clown and do occur.
However, advanced or truly gifted students can also derail learning by incessantly
asking questions that while delivered at a high level and are not relevant to vast
majority of students. In both circumstances, the faculty person needs to
communicate with the student out of class and explain what the concern is and
how to remedy it. For example, the advanced students should know that you
would be happy to answer these questions out of class and would enjoy the
discussion but the problem associated with having a two person conversation in
front of a class of 100 students given dense learning content.
Experiential Teaching: Similarly, I believe that an optimal experiential rotation is
underpinned by 4 main qualities. I try to incorporate these qualities into my experiential
rotations every month.
1. Assuring: Students need to achieve a standard level of clinical knowledge before
initiating patient contact. I believe that students should be intensively trained and
their knowledge assessed for the first 2 days of the rotation before they are
allowed to start interacting with other health professionals. A third day can be
added if needed. If students do not have adequate baseline knowledge, they have
nothing to contribute to the healthcare team initially. This means that they run the
risk of being made an outsider for the entire month even when they catch on and
have something to contribute. By assuring the healthcare team that only well
trained students are on rounds, members of the healthcare team are more likely to
incorporate students into the team earlier and more fully so students can have the
optimal experience.
2. Empowering: Making students go into the patient’s room and introduce
themselves and let the patient and their family know they will be looking at the
patient’s drugs to prevent drug interaction, assure optimal dosing, and to help in
drug selection is a wonderful technique to help students accept ownership for the
patient’s health. In afternoon discussions, reinforcing that the patients they are
presenting are real people and that they are in need of good pharmaceutical care to
help the student accept personal responsibility for the patient. If a student can see
the patient as a person rather than a case or a project than you do not have to
motivate them, just guide them.
3. Facilitative: Students need to be able to practice their craft. If their rotation
preceptor is with them all the time and is taking the lead, the student does not get
to feel the responsibility for direct patient care. They know that their responses
will be filtered through another person which waters down their experience. By
having students meet intensively early on to assess knowledge competency,
shadowing the students on rounds for the first 5 rounding days (more if needed),
and then giving them the freedom to round on their own for the rest of the rotation
seems to be a good approach. By meeting daily to discuss all patients before the
end of the day, students can discuss their patients and try out their potential
interventions to see if they should be made before going on rounds. I call this
process facilitative independence.
4. Intense to the End: The end of a rotation can create a lull in learning and growth.
The students can extract chart information with greater ease, they know what is
expected with patient presentations during preceptor discussions, and they see the
end of the rotation coming. Over the course of the month, students have been
exposed to new drugs, new knowledge about these drugs, and new approaches to
treating patients but there needs to be an impetus for students to take this
knowledge and incorporate it into their long term memory. Only then can the
knowledge be applied to future patients. Incorporating an end of rotation oral
final exam that focused on the drug knowledge that should have been attained
helps meet the aforementioned goals. Having students deliver a high quality
formal presentation to the faculty on site, residents, and fellows also help students
develop confidence in their ability to teach and enhances their drug knowledge.
By scheduling the presentations towards the end of the rotation, students have an
activity to work at that can also help prevent the end of rotation lull.
Teaching Goals and Awards Section C
C. Michael White, Pharm.D., FCP, FCCP
Professor of Pharmacy
University of Connecticut
Short Term Goals: 1. Revise lectures for my current courses to continue to provide updated and
clinically relevant lecture material.
2. Enhance Pharmacist Interactive Clinical Cases (PICCs) to encompass more
physical assessment.
3. Design 1 additional PICC for additional educational content.
Long Term Goal:
1. Advance the use of active learning and integration of knowledge across modules
through an additional focus on PICCs in my portion of the new curriculum.
2. Maintain a highly effective advanced pharmacy practice experience rotation in the
face of mounting demands on my time as department head.
Teaching Awards:
March 2001 Teacher of the Year, University of Connecticut School of Pharmacy, Storrs, CT.
March 2004 Teacher of the Year, University of Connecticut School of Pharmacy, Storrs, CT.
April 2006 Teaching Fellow Designation Awarded. University of Connecticut. Highest University
Teaching Award. Storrs, CT.
June 19, 2006 Hartford Courant: Featured in Article Entitled “Professor’s Comic Touches Help Students
Learn” for a Statewide Newspaper. Hartford, CT
The School of Pharmacy graduating class nominates the Teacher of the Year while
the University of Teaching and Learning at the University of Connecticut Designate
Teaching Fellows.
Formal Letters of Teaching Assessment Section D
C. Michael White, Pharm.D., FCP, FCCP
Professor of Pharmacy
University of Connecticut
Faculty Letters Include:
1. Alex Cardoni Formal Teaching Evaluation, March 2000
2. Rafaat Seifeldin, Pharm.D., PhD Teaching Fellow Award Nomination Letter,
February 2005.
3. Robert McCarthy, PhD, Teaching Fellow Award Nomination Letter, February
2005.
4. Robert McCarthy, PhD, Teaching Fellow Award Nomination Letter, February
2006.
5. Craig Coleman, Pharm.D., Teaching Fellow Award Nomination Letter, February
2005.
6. Jennifer Ellis, Pharm.D., Teaching Fellow Award Nomination Letter, February
2005.
7. Marla Campbell, Pharm.D., Teaching Fellow Award Nomination Letter, February
2005.
8. Philip Hritcko, Pharm.D., Teaching Fellow Award Nomination Letter, February
2006.
9. Michael Gerald, PhD, Teaching Fellow Award Nomination Letter, February
2006.
10. Michael Gerald, PhD, Evaluation Letter on my Lecture in “Careers in Pharmacy”
Course. January 2005.
11. American College of Clinical Pharmacy Review of Research Fellowship Training
Program. July 2001.
Student Letters Include:
1. Michael Kardas, Teaching Fellow Award Nomination Letter, February 2005.
2. Pauline Rafferty. Teaching Fellow Award Nomination Letter, February 2005.
3. Iwona Zalewska. Teaching Fellow Award Nomination Letter, February 2005.
4. Debarah Cios and Jennifer Lipeika. Teaching Fellow Award Nomination Letter,
February 2006.
5. Wanchen Tsao. Teaching Fellow Award Nomination Letter, February 2006.
6. Agron Ismaili. Teaching Fellow Award Nomination Letter, February 2005
7. Misc Cards from Past Students.
Student Evaluations of Teaching Section E
C. Michael White, Pharm.D., FCP, FCCP
Professor of Pharmacy
University of Connecticut
02.07.11
Student Evaluations of Teaching are given for every course where a faculty member
teaches more than 6 hours of content and are on a 10 point scale with higher scores
associated with better perception of teaching. For every course evaluated, my Student
Evaluation of Teaching Scores were above the departmental average, except one. In the
one instance where my SET score was at the average (Spring 2009), this was the only
time my name was hand written on the SET form, not mechanically imprinted. I am not
sure if the form was ascribed to me in error. My average score over all years is
9.300.45 versus the departmental average of 8.310.43, p<0.0001.
Year Dr White SET Scores
Dept Avg Scores Course Type
1998 Fall 9.6 7.1 Therapeutics
1999 Fall 9.7 7.8 Drug Lit Eval
2001 Spring 8.9 7.9 Therapeutics
2001 Fall 8.5 8.1 Drug Lit Eval
2002 Fall 9.3 7.9 Drug Lit Eval
2003 Fall 9.2 8.3 Drug Lit Eval
2004 Spring 9.4 8 Therapeutics
2004 Fall 9.4 8.2 Drug Lit Eval
2005 Spring 9.5 8 Therapeutics
2005 Fall 9.6 8.3 Drug Lit Eval
2006 Spring 9.2 8.3 Therapeutics
2006 Fall 9.6 8.4 Drug Lit Eval
2007 Spring 9.2 8.7 Therapeutics
2007 Fall 9.5 8.3 Drug Lit Eval
Spring 2008 9.6 8.5 Therapeutics
2008 Fall 9.5 8.4 Drug Lit Eval
2008 Fall 9.2 9 Evidence Based Practice
2009 Spring 9.6 8.7 Therapeutics
2009 Spring 7.8 7.8 Drug Info II
2009 Fall 9.4 8.9 Drug Lit Eval
2010 Spring 8.7 8.2 Evidence-based Practice
2010 Fall 9.6 8.7 Cardiac Module
2010 Fall 9.8 8.9 Evidence-based Practice
2011 Spring 8.9 8.2 Drug Info II
Fall 2011 9.9 8.9 Evidence-based Practice
Fall 2011 9.3 8.6 Cardiac Module
Spring 2012 8.5 8.4 Drug Info II
Student Evaluations of Precepting Section F
C. Michael White, Pharm.D., FCP, FCCP
Professor of Pharmacy
University of Connecticut
Student Evaluations of Precepting (SEP) scores are the average score on a scale of 0-5
points from students on experiential rotations (Advanced Practice Pharmacy
Experiences). Of the 16 years where I had SEP scores, my SEP scores fell below the
departmental average in two of the years (2006 and 2007). At that time I became the
Director of the UCONN/Hartford Hospital EPC and increased scholarly time to 70-80%
(from 40% previously) with no reduction in the number of students I took. I needed to
dramatically reduce the time I spent with rotational students and utilize my research
fellows in a more substantive way, which took a few months (spanning two academic
years) to figure out. I am very pleased that since that time, I have created the right
experience and am again providing an above average experience. Since 2006 I am only
doing half of the normal rotational teaching and half the credit goes to the fellows that co-
precept these experiences.
Dr White SEP Scores
Dept Avg Scores
1996 4.87 4.3
1997 4.93 4.5
1998 4.75 4.4
2000 4.56 4.5
2001 4.93 4.3
2002 4.73 4.2
2003 4.92 4.4
2004 4.6 4.45
2005 4.84 4.72
2006 4.36 4.58
2007 4.06 4.62
2008 4.9 4.7
2009 4.75 4.7
2010 4.8 4.58
2011 4.85 4.56 2012 4.87 4.74
Non-Research Symposia/CE Programs
Section G C. Michael White, Pharm.D., FCP, FCCP
Professor of Pharmacy
University of Connecticut
To date, I have delivered over 250 non-research lectures to Physicians, Pharmacists, and
Nurses. I have given medical and cardiology grand rounds and at both American Society
of Health System Pharmacists and American College of Clinical Pharmacy meetings. A
listing of the most important presentations I have delivered are summarized below.
Evaluations of these presentations have been exemplary but only a sample of these
evaluations are included.
NON-RESEARCH PRESENTATION
Selected From Over 250 Sponsored Lectures:
Oct 10, 1995 Drug Induced Respiratory Diseases: Focus on Apnea and
Bronchoconstriction.
Pharmacy Practice Institute: CE Program: Pharmacists: Albany, NY
Sept 30, 1996 Adverse Drug Reactions and Drug Interactions of Cardiovascular
Drugs Continuing Professional Education Service: CE Program: Pharmacists:
Wethersfield, CT
July 24, 1997 Recent Advances in Heart Failure Connecticut Pharmacists Association: CE Program: Pharmacists: Rocky Hill, CT
Nov 15, 1997 Understanding the Pathophysiology and Pharmacotherapy of
Depression Continuing Professional Education Service: CE Program: Pharmacists:
Wethersfield, CT
Apr 4, 1998 A Review of the Pharmacologic, Pharmacokinetic, and Therapeutic
Differences of HMG CoA Reductase Inhibitors.
Cardiology Noon Conference: St. Francis Hospital. Cardiologists, Medical
Residents: Hartford, CT
Apr 7, 1998 The Role of Catecholamines and Their Blockade in Heart Failure Connecticut Managed Care Consortium: Managed Care Pharmacists, Disease Case
Managers: Rocky Hill, CT
Jul 15, 1998 A Comprehensive Review of HMG CoA Reductase Inhibitors for Community
Pharmacists.
Western Massachusetts Pharmacy Conference: CE Program: Community
Pharmacists: West Springfield, MA
Aug 18, 1998 HMG CoA Reductase Inhibitors: An Evolving class.
CE Program: Clinical Pharmacists, Managed Care Pharmacists, Avon, CT
Jan 25, 1999 The Extrahepatic Pharmacological Effects of HMG CoA Reductase
Inhibitors Medical Grand Rounds, Berkshire Medical Center, Berkshire, MA
June 10, 1999 The Pharmacologic and Pharmacokinetic Effects of HMG CoA
Reductase Inhibitors New York State Pharmacist’s Association. CE Program: Poughkeepsie, NY
June 28, 1999 Cytochrome P450 Drug Interactions with HMG CoA Reductase
Inhibitors Albany Veterans Administration Medical Center: Albany, NY
Sept 9, 1999 An Update on the Therapeutic Management of Heart Failure Patients Kentucky Society of Health-System Pharmacists: CE Program: Lexington, KY
Dec 4, 1999 Pharmacologic and Pharmacokinetic Comparison of ACE Inhibitors Post-
Jan 20, 2000 A Review of CYP 3A4 Drug Interactions for the Pharmacist.
Mid-Hudson New York State Pharmacy Council: CE Program: Newburgh, NY
Mar 10, 2000 ACEIs in the Treatment of CHF/Post-MI Sequelae.
California Society of Health-System Pharmacists: CE Program: Oakland, CA
Mar 10, 2000 ACEIs: A Rationale for Formulary Decisions.
California Society of Health-System Pharmacists: CE Program: Oakland CA
Mar 16, 2000 Evaluating the Drug Literature: Tips for Primary Care Professionals Continuing Education Grand Rounds: The Institute of Living: Hartford, CT
Mar 21, 2000 A Review of the Pharmacologic and Pharmacokinetic Differences of HMG
CoA Reductase Inhibitors
Connecticut Society of Health-System Pharmacists March Meeting: CE program:
Farmington, CT
May 25, 2000 A Review of the Pharmacologic Differences of HMG CoA Reductase
Inhibitors Greater Bridgeport Pharmacy Council Meeting: CE Program: Bridgeport, CT
May 28, 2000 The Use of Intravenous Amiodarone in the Cardiac Arrest Patient.
Wyndham Hospital Quarterly Emergency Department Meeting: EMTs, ED
Physicians and Nurses: Wyndham, CT
Jun 24, 2000 Drug Interactions Between Cardiovascular Drugs and Over the Counter or
Herbal Products.
Connecticut/Mid-Hudson NY VNA Annual Meeting: CE Program: Newtown, CT
Aug 25, 2000 Review and Comparison of Thrombolytic Agents.
Eastern Conference Health Network Pharmacists, Nurses, ED Physicians:
Manchester Memorial Hospital: Manchester, CT.
Sept 19, 2000 A Pharmacokinetic and Safety Comparison of HMG CoA RIs.
CE Program: Pharmacists: Norwalk, CT.
Oct 25, 2000 A Pharmacokinetic and Safety Comparison of HMG CoA RIs.
CE Program: Physicians: Rye Brook, NY.
Oct 27, 2000 A Review of Thrombolysis in Acute Myocardial Infarction for Hospital
Pharmacists.
CE Program: Pharmacists: CSHP Catch the Wave Meeting: Meridan, CT
January 5, 2001 An Update on Research in the Arrhythmia and Cardiovascular Pharmacology