利用指导反思来促进药学博士学生的持续专业发展和专业身份
Minakshi Lahiri1, Christine Ann Parikh1, Kristin Reinaker1
1Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey, Piscataway, NJ, United States of America.
Currents in pharmacy teaching & learning
|November 20, 2025
概括
在持续专业发展 (CPD) 框架内的纵向指导反思促进药学博士 (PharmD) 学生的专业认同和终身学习. 这一战略支持他们转变为以患者为中心的专业人士.
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
- 持续的专业发展持续的专业发展
背景情况:
- 在药房教育中,培养强大的专业身份是至关重要的.
- 专业身份形成 (PIF) 支持学生过渡到以患者为中心的专业人士.
- 持续专业发展 (CPD) 培养终身学习习惯.
研究的目的:
- 探索纵向指导反射作为专业身份和CPD在药学博士 (PharmD) 学生的战略.
- 检查结构化的CPD流程如何培养终身学习和早期专业身份的发展.
- 突出PIF在药房教育中的重要性.
主要方法:
- 在PharmD课程中实施四年长度CPD过程.
- 在教师反的指导下,要求半年学生自我反思.
- 利用评估标签,教师发展和结构化的提示来确保一致性和深度.
主要成果:
- 在CPD框架内的纵向指导反射支持PharmD学生的PIF.
- 这个过程鼓励了自我意识,目标意识和价值观的整合.
- 学生记录经验,设定目标,并纵向跟踪进度.
结论:
- 通过CPD进行纵向指导反射是PharmD学生专业身份的宝贵策略.
- 嵌入这些实践为毕业生准备终身学习和不断变化的医疗保健角色.
- 药房课程可以通过结构化反思来增强专业发展.
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