对于CBPE的行为基础:使用BCW来推进个人准备改变的准备
Denise H Rhoney1, Aleda M H Chen2, Eunice Chung3
1UNC Eshelman School of Pharmacy, Chapel Hill, NC, USA.
American journal of pharmaceutical education
|July 19, 2025
概括
实施基于能力的药学教育 (CBPE) 需要教师发展和机构支持. 这项研究提供了建议和经过验证的工具,以指导向CBPE过渡,以改善药房教育.
科学领域:
- 药房 教育 教育 药房 教育
- 教育创新教育创新
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 美国药学院协会 (AACP) 学术事务委员会讨论了基于能力的药学教育 (CBPE) 的结构化实施的必要性.
- 现有的行为变化框架被用来确定参与CBPE采用的利益相关者的必要行动.
- CBPE由五个核心组成部分定义:明确的结果能力,渐进的课程顺序,真实的学习经验,以学习者为中心的教学和纵向评估.
研究的目的:
- 开发一个经过验证的工具来评估向基于能力的药学教育 (CBPE) 变革的准备.
- 为指导在药房计划中采用和实施CBPE提供实际建议.
- 识别和解决与过渡到CBPE相关的挑战.
主要方法:
- 能力,机会,动机-行为模型和行为变化轮的应用.
- 通过国家Delphi小组和利益相关者重点小组,开发一个准备变革的工具.
- 在2025年AACP临时会议上收集数据,以评估支持和确定挑战.
主要成果:
- 在利益相关方中观察到对CBPE的普遍支持.
- 确定的主要挑战包括教师熟悉度有限,资源不足,技术基础设施缺口和评估方法不确定性.
- 开发的工具和建议旨在促进更顺地过渡到CBPE.
结论:
- 成功实施CBPE需要协调的机构努力,包括教师发展,系统调整和强有力的领导支持.
- 合作和利益相关者参与对于克服实施障碍至关重要.
- 有效的CBPE采用可以增强药房教育,以更好地服务于学习者,专业和社会.
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