O'Sullivan Teresa A, Lau Carmen, Patel Mitul, Mac Chi, Krueger Janelle, Danielson Jennifer, Weber Stanley S
University of Washington School of Pharmacy, Seattle, Washington.
University of Washington Medical Center, Seattle, Washington.
Am J Pharm Educ. 2015 Dec 25;79(10):151. doi: 10.5688/ajpe7910151.
To identify specific preceptor teaching-coaching, role modeling, and facilitating behaviors valued by pharmacy students and to develop measures of those behaviors that can be used for an experiential education quality assurance program.
Using a qualitative research approach, we conducted a thematic analysis of student comments about excellent preceptors to identify behaviors exhibited by those preceptors. Identified behaviors were sorted according to the preceptor's role as role model, teacher/coach, or learning facilitator; measurable descriptors for each behavior were then developed.
Data analysis resulted in identification of 15 measurable behavior themes, the most frequent being: having an interest in student learning and success, making time for students, and displaying a positive preceptor attitude. Measureable descriptors were developed for 5 role-modeling behaviors, 6 teaching-coaching behaviors, and 4 facilitating behaviors.
Preceptors may need to be evaluated in their separate roles as teacher-coach, role model, and learning facilitator. The developed measures in this report could be used in site quality evaluation.
确定药学专业学生重视的带教教师的具体教学指导、行为示范及促进学习行为,并制定可用于实践教育质量保证项目的这些行为的衡量标准。
采用定性研究方法,我们对学生关于优秀带教教师的评论进行了主题分析,以确定这些带教教师表现出的行为。根据带教教师作为行为榜样、教师/教练或学习促进者的角色对识别出的行为进行分类;然后为每种行为制定可衡量的描述语。
数据分析确定了15个可衡量的行为主题,最常见的是:对学生的学习和成功感兴趣、为学生留出时间以及展现积极的带教教师态度。为5种行为示范行为、6种教学指导行为和4种促进学习行为制定了可衡量的描述语。
可能需要分别从教师-教练、行为榜样和学习促进者的角色对带教教师进行评估。本报告中制定的衡量标准可用于现场质量评估。