跨课程对药学专业学生职业素养的评估。
Assessment of pharmacy student professionalism across a curriculum.
作者信息
Poirier Therese I, Gupchup Gireesh V
机构信息
Southern Illinois University Edwardsville School of Pharmacy, IL 62026-2000, USA.
出版信息
Am J Pharm Educ. 2010 May 12;74(4):62. doi: 10.5688/aj740462.
OBJECTIVES
To evaluate changes in professionalism across the curriculum among pharmacy students in different classes.
METHODS
A professionalism instrument was administered early in the first (P1) year, upon completing the introductory pharmacy practice experiences (IPPE) near the end of the second (P2) year, and upon completing the advanced pharmacy practice experiences (APPE) at the end of the fourth (P4) year.
RESULTS
The professionalism scale and its subscales were compared for the 3 time points for the class of 2009. Significant differences were noted in professionalism scores between the P1 and P4 years and for altruism, accountability, and honor/integrity subscale scores for the class of 2009. No significant differences were noted when the scores for 4 P1 classes, and 3 P2 classes were compared.
CONCLUSION
An increase in professionalism scores and altruism, accountability, and honor/integrity scores was demonstrated, providing evidence that the curricular and co-curricular activities in the school of pharmacy helped develop professionalism in the class of 2009 students.
目的
评估不同班级的药学专业学生在整个课程学习过程中专业素养的变化。
方法
在第一年年初（P1）、接近第二年年底完成基础药学实践经验（IPPE）时（P2）以及第四年年底完成高级药学实践经验（APPE）时，对专业素养工具进行测评。
结果
对2009级学生在这三个时间点的专业素养量表及其子量表进行了比较。2009级学生在P1年和P4年之间的专业素养得分以及利他主义、责任感和荣誉/正直子量表得分存在显著差异。比较4个P1班级和3个P2班级的得分时，未发现显著差异。
结论
专业素养得分以及利他主义、责任感和荣誉/正直得分有所提高，这证明药学院的课程和课外实践活动有助于培养2009级学生的专业素养。
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