在个人和专业发展课程的第三年药学学生中对伪造者现象的评估和评价
Charles E Wight1, Samantha Axtell1, Mariette Sourial1
1Lloyd L. Gregory School of Pharmacy, Palm Beach Atlantic University, 901 S. Flagler Drive, Attn: Gregory School of Pharmacy, West Palm Beach, Florida 33401, USA.
Currents in pharmacy teaching & learning
|September 27, 2025
概括
一次简短的课堂干预提高了药学学生对伪造者现象 (IP) 的认识和应对策略. 然而,较高的IP分数与较低的信心相关,表明需要持续,个性化支持学生健康.
科学领域:
- 药房教育 教育 药房教育
- 学生健康 学生健康
- 心理现象 心理现象
背景情况:
- 假冒现象 (IP) 在药学学生中很普遍,影响了自信和专业发展.
- 药房课程中存在有限的结构化干预措施来解决IP.
- 早期识别和支持对于学生的学术和职业成功至关重要.
研究的目的:
- 实施和评估一个简短的,以课堂为基础的干预,以对付第三年级药学学生的伪造者现象 (IP).
- 评估干预对学生意识,症状识别和应对策略识别的影响.
- 探索学生对干预有效性的看法,并确定需要改进的领域.
主要方法:
- 在个人和专业发展课程中进行了一次30分钟的知识产权课程.
- 学生们完成了部落欺骗者现象量表 (CIPS) 会议前.
- 干预包括讲座,讲故事,同行见解,应对策略,日记,讨论和精神鼓励.
- 一个自愿的课后调查评估了学生的意识,症状识别,信心和战略的有用性.
主要成果:
- 84%的学生在CIPS上获得了中度到强烈的IP范围.
- 会议后,94%的人报告意识增加,97%的人能够识别症状,86%的人确定了应对策略.
- 只有64%的人对管理知识产权感到更有信心,而更高的知识产权得分与较低的感知信心和战略有用性有关.
- 定性反强调了情感洞察力和讲故事的价值,并希望获得更多支持.
结论:
- 该干预措施有效地提高了药学学生的感知意识和应对策略的识别.
- 较高的假冒现象得分与感知效益的减少有关,这表明需要量身定制的纵向支持.
- 这种资源较少的干预可以适应药房计划,以增强学生的福祉和专业身份的形成.
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