探索文化情报的有效性和教学自我效能在药学学院的药学系.
Kaitlyn Tenn1, Kyle T Fassett2, Lana M Minshew3
1UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, USA.
American journal of pharmaceutical education
|June 28, 2023
概括
药房教师在向学生教授文化智能 (CI) 方面表现出不同的自我效能. 了解这些水平可以改善教师发展和药学课程.
科学领域:
- 药房教育 教育 药房教育
- 文化情报研究 文化情报研究
- 教师发展学院发展学院
背景情况:
- 文化智能 (CI) 对医疗保健专业人员至关重要.
- 在药学博士学生中开发CI需要有效的教师指导.
- 评估教师在CI教学中的自我有效性对于课程增强至关重要.
研究的目的:
- 在药学教育中验证文化智能 (CI) 的构造.
- 评估药学学院在药学博士学生中培养CI的自我有效性.
主要方法:
- 根据药学教育的CI框架开发了一项调查.
- 探索性因子分析 (EFA) 用于识别CI构造.
- 计算了克伦巴赫的α值以评估内部一致性可靠性.
主要成果:
- EFA确定了三个CI构造:文化意识,文化实践和文化欲望.
- 教师在教学文化意识方面报告了最高的自我效能 (6.13) 和最低的文化欲望 (3.90).
- 对所有已识别的CI构造 (α = 0.890.96) 发现了高可靠性.
结论:
- 教师在教学CI方面的自我效能有所不同,文化意识是最高的.
- 调查结果可以为教师发展战略和药学教育课程改进提供信息.
- 需要进行进一步的研究,以确定基于证据的方法,用于CI教学中的教师发展.
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