Bradley Courtney L, Khanova Julia, Scolaro Kelly L
Fred Wilson School of Pharmacy, High Point University, High Point, North Carolina.
School of Information and Library Science, The University of North Carolina at Chapel Hill, North Carolina.
Am J Pharm Educ. 2016 Nov 25;80(9):149. doi: 10.5688/ajpe809149.
To determine if a teaching assistant (TA) program for third-year pharmacy students (PY3s) improves confidence in teaching abilities. Additionally, 3 assessment methods (faculty, student, and TA self-evaluations) were compared for similarities and correlations. An application and interview process was used to select 21 pharmacy students to serve as TAs for the Pharmaceutical Care Laboratory course for 2 semesters. Participants' self-perceived confidence in teaching abilities was assessed at the start, midpoint, and conclusion of the program. The relationships between the scores were analyzed using 3 assessment methods. All 21 TAs agreed to participate in the study and completed the 2 teaching semesters. The TAs confidence in overall teaching abilities increased significantly (80.7 vs 91.4, <0.001). There was a significant difference between the three assessment scores in the fall (=0.027) and spring (<0.001) semesters. However, no correlation was found among the assessment scores. The TA program was effective in improving confidence in teaching abilities. The lack of correlation among the assessment methods highlights the importance of various forms of feedback.
为了确定面向三年级药学专业学生（PY3s）的助教（TA）项目是否能提高他们在教学能力方面的信心。此外，还比较了三种评估方法（教师评估、学生评估和助教自我评估）的相似性和相关性。通过申请和面试流程，挑选出21名药学专业学生担任为期两个学期的药学服务实验室课程的助教。在项目开始、中期和结束时评估参与者对自身教学能力的自信程度。使用三种评估方法分析分数之间的关系。所有21名助教都同意参与该研究并完成了两个教学学期。助教们对整体教学能力的信心显著提高（从80.7提升至91.4，<0.001）。在秋季学期（=0.027）和春季学期（<0.001），三种评估分数之间存在显著差异。然而，评估分数之间未发现相关性。助教项目在提高教学能力信心方面是有效的。评估方法之间缺乏相关性凸显了各种形式反馈的重要性。
