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信任水平:探索可信任的专业活动作为技能实验室中的反工具

Michelle N Schroeder¹, Julie A Murphy¹, Aaron J Lengel¹

¹University of Toledo College of Pharmacy & Pharmaceutical Sciences, Department of Pharmacy Practice, 3000 Arlington Ave. MS #1013, Toledo, OH 43614, United States.

Currents in pharmacy teaching & learning

|November 4, 2024

概括

可信任的专业活动 (EPA) 有效地提高了自我意识,并为技能实验室的学生药剂师提供了宝贵的反. 这项研究表明,EPA可以提高自我评估的准确性,并随着时间的推移促进自主性的增长.

科学领域:

药房教育教育药房教育
医学教育医学教育
健康专业教育卫生专业教育

背景情况:

关于在药房教育中使用可信任的专业活动 (EPA) 和委托级别作为反工具的数据有限.
这项研究调查了EPA在技能实验室环境中对学生药剂师的有用性.

研究的目的:

检查EPA作为学生药剂师反机制的有效性.
将学生对信任的自我评估与基于绩效的反模型进行比较.
探索自我评估准确性和偏见的变化随着时间的推移.

主要方法:

87名三年级学生药剂师在两个学期中对13个EPA核心陈述进行了评估,评估他们对13个EPA核心陈述的感知信任.
提供了个性化EPA报告,详细说明从客观结构化临床检查绩效中得出的委托级别.
在自我评估和反模型之间比较了信任得分的中位数,并对自我评估的准确性和偏差进行了二次分析.

主要成果:

在两个学期内,大多数EPA的自我评估和反分数之间发现了显著的差异.
在研究期间,自我评估的准确性显著提高.
学生在最初的自我评估中表现出缺乏信心,并在以后使用可靠的研究仪器时表现出过度信心 (Cronbach的α>0.8).

结论:

自我评估和反之间的差异强调了环保署在技能实验室中提高自我意识和信息反的潜力.
在技能实验室中利用EPA进行自我评估可能有助于学生的发展,这可以通过观察到的自我报告自主性的增长来证明.

关键词:

评估评估的方法基于能力的教育教育.可信任的专业活动 (EPA)有关反的意见反.目标结构化临床检查 (OSCE)药剂师药剂师药剂师自我评估自我评估技能实验室技能实验室技能实验室

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