Department of Pharmacy Practice and Pharmaceutical Sciences, College of Pharmacy, University of Minnesota - Duluth, Duluth, MN 55812, USA.
Am J Pharm Educ. 2012 Sep 10;76(7):125. doi: 10.5688/ajpe767125.
To develop a definition of professional engagement, a list of professionally engaging and disengaging activities, and characteristics of those activities.
A 2-round modified Delphi process was conducted using student pharmacists. The first round captured input while the second assessed agreement using a 5-point Likert scale.
A definition was created using the 3 items that reached consensus. All engaging characteristics reached consensus, and 25% (3/12) of the disengaging characteristics reached consensus. Lower rates of consensus were observed for activities, with 78% (7/9) of the professionally engaging and none of the disengaging activities reaching consensus.
The findings of this study have implications for creating professionally engaging learning experiences for student pharmacists and suggest that ensuring activities contain certain professionally engaging characteristics may be more important than the activities themselves.
制定专业投入的定义、专业投入和非投入活动清单，并确定这些活动的特征。
使用学生药剂师进行了两轮改良版 Delphi 流程。第一轮收集意见，第二轮使用 5 分制李克特量表评估意见的一致性。
使用达成共识的 3 项内容创建了定义。所有投入特征均达成共识，12 项非投入特征中有 25%（3/12）达成共识。活动的一致性较低，专业投入的 78%（7/9）活动和非投入的活动都没有达成共识。
本研究结果对为学生药剂师创造专业投入的学习体验具有启示意义，并表明确保活动包含某些专业投入特征可能比活动本身更为重要。
