Peeters Michael J, Stone Gregory E
, PharmD, BCPS, is with the Department of Pharmacy Practice, University of Toledo College of Pharmacy, Toledo, Ohio.
Can J Hosp Pharm. 2009 May;62(3):209-16. doi: 10.4212/cjhp.v62i3.790.
Historically, academic success has been a major outcome for evaluating the effectiveness of pharmacy education programs and admission criteria. In other words, students' overall grades and/or specific course grades have determined academic success. However, there is a disconnection between students' grades and their performance during practicums or in practice. It was postulated that professionalism might be an alternative outcome for measuring graduates' abilities.
To construct an objective measure of professional attitudes and behaviours for recently graduated pharmacists.
A self-report instrument was developed using the American Board of Internal Medicine's 6-tenet definition of professionalism. Four months after completing the doctor of pharmacy degree (PharmD), pharmacists were asked to complete an online version of the professionalism instrument. The Rasch Measurement Model (Winsteps, Chicago, Illinois) was used to construct a measure from the responses. Using data that fit the model, the Rasch Measurement Model can build the interval-level measurements needed for future inferential statistical interpretations of ordinal-level data gathered with this instrument.
Twenty-seven PharmD graduates completed the 15-item instrument. The Rasch Measurement Model was used to construct continuous, linear measures of pharmacist professionalism from these instrument rating scale data. Most of the scales functioned without modification, but 2 of the scales functioned only after being collapsed. One person and one item "misfit" the Rasch Measurement Model and were omitted from the analysis. After these adjustments, the data fit the model well. As a measurement tool, this instrument was overwhelmingly unidimensional; the linear model explained 99.9% of the variation in the data using principal contrast analysis. Item separation was 3.64 logits, person separation was 2.31 logits, and reliability was 0.93 by Cronbach's α.
The Rasch Measurement Model was used to construct an objective measure of pharmacists' professionalism. The results of this pilot project suggest a promising outcome measure for evaluating pharmacy graduates soon after completion of university.
从历史上看，学业成绩一直是评估药学教育项目有效性和录取标准的主要成果。换句话说，学生的总体成绩和/或特定课程成绩决定了学业成就。然而，学生的成绩与他们在实习期间或实际工作中的表现之间存在脱节。据推测，职业素养可能是衡量毕业生能力的另一种成果。
为刚毕业的药剂师构建一种客观衡量职业态度和行为的方法。
使用美国内科医学委员会对职业素养的六项原则定义开发了一种自我报告工具。在获得药学博士学位（PharmD）四个月后，要求药剂师完成职业素养工具的在线版本。使用拉施测量模型（Winsteps，伊利诺伊州芝加哥）根据回答构建一种衡量方法。利用符合该模型的数据，拉施测量模型可以构建未来对用该工具收集的有序数据进行推断性统计解释所需的区间水平测量。
27名药学博士毕业生完成了这份包含15个条目的工具。拉施测量模型用于根据这些工具评分量表数据构建药剂师职业素养的连续、线性衡量方法。大多数量表无需修改即可正常使用，但有两个量表在合并后才正常发挥作用。有一人和一个条目“不符合”拉施测量模型，因此从分析中剔除。经过这些调整后，数据与模型拟合良好。作为一种测量工具，该工具具有压倒性的单维度性；线性模型通过主对比分析解释了数据中99.9%的变异。项目区分度为3.64对数单位，人员区分度为2.31对数单位，克朗巴哈α系数得出的信度为0.93。
拉施测量模型用于构建药剂师职业素养的客观衡量方法。这个试点项目的结果表明，在大学毕业后不久评估药学毕业生时，这是一个很有前景的成果衡量指标。
