带教老师对其完成体验式项目学习目标能力的自我评估。
Preceptors' self-assessment of their ability to perform the learning objectives of an experiential program.
机构信息
College of Pharmacy, Qatar University, Doha, Qatar.
出版信息
Am J Pharm Educ. 2012 Nov 12;76(9):169. doi: 10.5688/ajpe769169.
Abstract
OBJECTIVE
To evaluate preceptors' perception of their ability to perform the Structured Practical Experiences in Pharmacy (SPEP) learning objectives through a self-assessment activity.
METHODS
A self-assessment instrument consisting of 28 learning objectives associated with clinic, community, and hospital pharmacy practice experiences were developed. Preceptors rated their performance ability for each of the learning objectives using a 3-point Likert scale.
RESULTS
Of the 116 preceptors, 89 (77%) completed the self-assessment survey instrument. The overall preceptor responses to the items on performance of the 28 SPEP learning objectives ranged from good to excellent. Years of experience, practice experience setting, and involvement as a SPEP or SPEP and PharmD preceptor had no influence on their self-reported capabilities.
CONCLUSION
Most preceptors rated their ability to perform the learning objectives for the structured practical experiences in pharmacy as high. Competency areas requiring further preceptor development were identified.
摘要
目的
通过自我评估活动来评估导师对其执行药学实践技能计划（SPEP）学习目标能力的看法。
方法
开发了一种自我评估工具，其中包含与临床、社区和医院药学实践经验相关的 28 个学习目标。导师使用 3 分制李克特量表对每个学习目标的表现能力进行评分。
结果
在 116 名导师中，有 89 名（77%）完成了自我评估调查工具。导师对 28 个 SPEP 学习目标中实践项目的整体表现的回应从良好到优秀不等。经验年限、实践经验设置以及作为 SPEP 或 SPEP 和 PharmD 导师的参与均对其自我报告的能力没有影响。
结论
大多数导师对其执行药学实践技能计划学习目标的能力评价较高。确定了需要进一步对导师进行培养的能力领域。
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