RECOGNIZING VOLUNTEER PRACTITIONER EDUCATORS THROUGH INTRINSIC AND EXTRINSIC INCENTIVES

This project evaluated the hypothesis that pharmacy schools can enhanc e volunteer practitioner-educators' perceptions of recognition for the ir teaching contributions by augmenting intrinsic and extrinsic incent ives. Of five pharmacy schools included in this data analysis, three w ere predominantly BS degree programs and two represented PharmD degree programs. Following a baseline assessment of attitudes, each school i mplemented strategies to enhance practitioner-educator recognition for their teaching contributions. Practitioner-educators at these schools were then posttested to assess the effects of these strategies. Two o f three predominantly BS degree schools enhanced practitioner-educator recognition. During the study interval, these two schools augmented c ommunications with their volunteer faculty members and implemented inc entives related to personal honor. in contrast, the two predominantly PharmD degree schools did not implement such intrinsic interventions d uring the study interval. These two schools did not enhance practition er-educator sentiments of recognition even though rewards of indirect remuneration, such as textbooks and travel funds, were provided during the study interval. These extrinsic benefits may have been unsuccessf ul because the funds were allocated to the teaching sites and the prac titioner-educators who actually taught the students did not necessaril y receive these rewards.