Dr. Sweta M. Patel
Clinical Assistant Professor of Pharmacy Practice
- B.S. Pharmacy Studies, University of Connecticut
- Pharm.D., University of Connecticut School of Pharmacy
- PGY-1 Residency, Medical University of South Carolina and South Carolina College of Pharmacy
- PGY-2 Ambulatory Care Specialty Residency, Medical University of South Carolina and South Carolina College of Pharmacy
- PHA 422 Cardiovascular/Renal Disorders II
- PHA 423 Cardiovascular/Renal Disorders III
- PHA 680 Ambulatory Care Advanced Pharmacy Practice Experience
My teaching philosophy is a reflection of many positive educational experiences I have had throughout my life. I define teacher as one who facilitates learning and serves to guide students through new experiences. My beliefs about teaching and learning are grounded in what I believe are the four fundamental goals of teaching: to promote understanding and learning; to provide a firm foundation for future learning; to foster enthusiasm for learning and for my discipline; and to contribute to my profession by preparing future generations of practitioners.
My beliefs about how students learn influence my teaching methodologies and strategies. Although I recognize there are differences in student learning styles, I believe there are some practices that are effective for every student. For all types of students, learning is a shared responsibility between the teacher and the student. Both, students and teachers, for example, have a responsibility to be prepared and be on time for classes and for clinical rotations.
I believe that teaching is more meaningful to students when classroom and clinical experiences are relevant. Although theoretical lectures lay necessary foundation for comprehension of complicated topics, illustrations of practical applications bring meaning to the theory. Thus, I believe that sharing my own experiences as they relate to the topic and using every day experiences to explain concepts enhances learning. Additionally, guiding students by connecting new concepts to what they already know is a critical role for teachers.
I believe students should be actively engaged in their learning in contrast to passively absorbing information. Open-ended questions, collaboration, peer tutoring, and presentations are examples of teaching techniques that engage students and encourage them to take ownership of their learning. A strategy I find to be most effective is case-based teaching that requires small groups of students to collaborate as they analyze a case study and recommend appropriate drug therapies. Higher order critical thinking is required of the students, and this type of exercise stimulates a typical workplace experience where a team of healthcare professionals collaborate to determine proper treatment. Concluding with case presentations demonstrates student understanding of the topic.
Finally, I believe that modeling expected behavior is an effective teaching tool. Students learn from verbal lectures but also from non-verbal behaviors they witness. Teachers have a responsibility to demonstrate expected professional behaviors in all situations. I also believe that demonstrating my enthusiasm for pharmacy serve to motivate my students and encourage them to continue learning when they complete their formal education.
Teachers are among the first mentors for their students. I believe it is a privilege to teach, and that promoting and advancing the pharmaceutical profession as a teacher is a serious responsibility. I look forward to my continued growth as I serve in a teaching role as a clinical assistant professor.
- Patel S. New Drug Updates: Edoxaban – Another Me Too Factor Xa Inhibitor. American College of Clinical Pharmacy Ambulatory Care Practice and Research Network Newsletter. 2015.
- Patel S, Welchel W, Thompson A. Evaluation of a Comprehensive Pharmacist-Managed Medication Reconciliation Process after Hospital Discharge at an Internal Medicine Clinic. J Pharm Pharmacol. 2014;2(8):482-488.
- Patel S, Thompson A. Screening, Diagnosis, and Management of Type II Diabetes: A Review of the 2014 American Diabetes Association Guidelines. Ment Health Clin. 2014;4(3):75.
- Patel S, Nappi J, Thompson A. Effectiveness of Pharmacy Run Anticoagulation Clinics Compared to Large Clinical Trials of New Oral Anticoagulants. J Pharma Care Health Syst. 2014;1(1):101-103.
- Patel S, Wisniewski C.Update on Management of Drug Shortages. Medical University of South Carolina Pharmacy &Therapeutics Newsletter. 2014
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