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利用变革性学习理论来增强专业身份的形成.

Christine Pan1, Jennie B Jarrett1, Kathryn Sawyer1

  • 1Department of Pharmacy Practice, Retzky College of Pharmacy, University of Illinois Chicago, Chicago, IL, United States.

Journal of pharmacy & pharmaceutical sciences : a publication of the Canadian Society for Pharmaceutical Sciences, Societe canadienne des sciences pharmaceutiques
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PubMed
概括

一个变革性学习理论 (TLT) 工具包在15周内对药学学生的专业身份形成 (PIF) 产生了最小的影响. 建议对更大群体和更长的研究期进行进一步的研究,以得出最终的结论.

关键词:
案例图片 案例图片药房教育 药房教育专业身份的形成 职业身份的形成自我反射的自我反射.变革式学习理论 变革式学习理论

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科学领域:

  • 药房教育 教育 药房教育
  • 职业身份的形成 职业身份的形成

背景情况:

  • 专业身份形成 (PIF) 对药学学生至关重要.
  • 变革性学习理论 (TLT) 为深度学习和身份发展提供了一个框架.

研究的目的:

  • 评估基于TLT的工具包对药学学生自我感知的PIF的影响.
  • 用验证的问卷来分析职业身份的变化.

主要方法:

  • 与临床前药学学生进行的前性,干预性队列研究.
  • 在基线,中点和终点使用了专业自我身份调查问卷 (PSIQ-9) 和麦克劳德·克拉克专业身份量表 (MCPIS-9).
  • 威尔科克森签名的等级测试用于初级结果分析.

主要成果:

  • 一个小队列完成了所有评估;11/79 (14%) 在所有时间点,39/79 (49%) 在基线和中点.
  • PSIQ-9显示了"教导他人"的增加;MCPIS-9显示了"感到羞愧"的减少.
  • 在沟通,患者记录和教学方面注意到显著的PSIQ-9变化.

结论:

  • 基于TLT的工具包对药学学生在15周内对PIF自我评估的影响很小.
  • 更大的样本大小和更长的研究持续时间是必要的,以获得更强大的发现.