Xavier University of Louisiana College of Pharmacy, New Orleans, LA 70125, USA.
Am J Pharm Educ. 2013 May 13;77(4):69. doi: 10.5688/ajpe77469.
The theory of self-authorship describes the developmental process students undergo in the transition away from dependence on authority figures for learning and identity. Self-authored individuals are also capable of self-directed learning, critical thinking, complex problem-solving, mature decision-making, and the development of collaborative relationships with diverse others. According to this theory, an individual's transformation to self-authorship is not instantaneous but occurs over time, and that college experiences can be designed to promote development of self-authorship. The Accreditation Council for Pharmacy Education (ACPE) encourages the use of innovative instructional methods that "enable students to transition from dependent to active, self-directed, lifelong learners."(1) The developmental theory of self-authorship is a theory of cognitive and affective growth that could help pharmacy educators better examine and define the role of academia in the holistic professional development of pharmacy students. The Learning Partnerships Model, which is based on the theory of self-authorship, describes a student-centered approach to pharmacy education that promotes self-authorship.
自我创作理论描述了学生在从依赖权威人物学习和认同的过程中所经历的发展过程。自我创作的个体也能够进行自我指导学习、批判性思维、解决复杂问题、成熟决策以及与不同的人建立协作关系。根据这一理论，个体向自我创作的转变不是瞬间发生的，而是随着时间的推移而发生的，并且可以设计大学经历来促进自我创作的发展。药学教育认证委员会 (ACPE) 鼓励使用创新的教学方法，“使学生从依赖型转变为积极、自主、终身学习者”。(1) 自我创作的发展理论是一种认知和情感成长的理论，它可以帮助药学教育工作者更好地审视和定义学术界在药学学生全面专业发展中的作用。基于自我创作理论的学习伙伴模式描述了一种以学生为中心的药学教育方法，促进了自我创作。
