Thompson Dennis F, Farmer Kevin C, Beall Donna G, Evans David J, Melchert Russell B, Ross Leigh Ann, Schmoll Beverly J
College of Pharmacy, Southwestern Oklahoma State University, Oklahoma City, OK 73103, USA.
Am J Pharm Educ. 2008 Aug 15;72(4):90. doi: 10.5688/aj720490.
To determine whether professionalism in pharmacy education is addressed from Bolman and Deal's four-frame leadership model.
Students (N=624), faculty (N=57), preceptors (N=56), and academic administrators (N=8) at 6 colleges and schools of pharmacy were surveyed to assess professionalism. Using grounded theory methodology and a constant comparative process, common themes were identified for each question in each group. Themes were assigned to the four-frame model and the data were compared.
Mechanisms of addressing professionalism consistent with all 4 frames of the Bolman and Deal's model were identified. Faculty assessment of student professionalism was significantly lower (P<0.05) than the student group, preceptors, and administrators.
Mechanisms of addressing professionalism in pharmacy education span all four frames of Bolman and Deal's leadership model. The values students bring into a pharmacy program may play an important role in the process of professional socialization. Faculty members have a tremendous opportunity to enhance student professionalism with their daily verbal and nonverbal interactions with students.
确定药学教育中的职业素养是否从博尔曼和迪尔的四框架领导模型角度得到阐述。
对6所药学院校的学生（n = 624）、教师（n = 57）、带教老师（n = 56）和学术管理人员（n = 8）进行调查以评估职业素养。采用扎根理论方法和持续比较过程，为每组中的每个问题确定共同主题。将主题分配到四框架模型中并对数据进行比较。
确定了与博尔曼和迪尔模型的所有4个框架一致的阐述职业素养的机制。教师对学生职业素养的评估显著低于（P<0.05）学生组、带教老师和管理人员。
药学教育中阐述职业素养的机制涵盖博尔曼和迪尔领导模型的所有四个框架。学生带入药学课程的价值观可能在职业社会化过程中发挥重要作用。教师有巨大的机会通过与学生的日常言语和非言语互动来提高学生的职业素养。
