About Michelle Z Farland
Dr. Farland received her Doctor of Pharmacy degree from the University of Pittsburgh School of Pharmacy in 2005. She completed a pharmacy practice residency at Shands Jacksonville Medical Center (now UF Health at Jacksonville) in Jacksonville, Florida and a specialty residency in Ambulatory care/Primary care at the Virginia Commonwealth University Medical College of Virginia Hospitals in Richmond, Virginia. Dr. Farland joined the faculty of the University of Tennessee Health Science Center College of Pharmacy in 2007 and was promoted to Associate Professor in 2012 and professor in 2021. She then joined the faculty of the University of Florida in 2015.
She currently serves as the Division Head of Community-Based Pharmacotherapy, which encompasses faculty practicing in a variety of outpatient practice models. Her educational research focuses on outcomes of team-based learning and personal and professional development. Dr. Farland has been recognized by the American College of Clinical Pharmacy with the 2012 New Educator Award, by the Team Based Learning Collaborative (TBLC) in 2016 as a team-based learning consultant-trainer, and by the American Association of Colleges of Pharmacy (AACP) in 2017 as an Emerging Teaching Scholar. She also received an honorable mention for the AACP Innovations in Teaching Award in 2019.
Dr. Farland is the immediate past president of the Team-Based Learning Collaborative (TBLC), and is a member of the American Association of Colleges of Pharmacy (AACP), American College of Clinical Pharmacy (ACCP), and Phi Lambda Sigma Pharmacy Leadership Society (PLS). Dr. Farland has served as a national speaker in the areas of diabetes, team-based learning, collaborative learning teams, and situational judgement tests.
Certified Diabetes EducatorNational Certification Board for Diabetes Educators
Team-Based Learning Trainer-ConsultantTeam-Based Learning Collaborative
Farland’s research focuses on pharmacist impact on patient outcomes for chronic disease states in outpatient interdisciplinary care settings, implementation and innovation of team-based learning in the professional curriculum, collaborative learning teams, situational judgement tests for assessment and selection.