Chisholm-Burns Marie A, Spivey Christina A, Jaeger Melanie C, Williams Jennifer, George Christa
University of Tennessee College of Pharmacy, Memphis, Knoxville, and Nashville, Tennessee.
University of Tennessee College of Pharmacy, Memphis, Tennessee.
Am J Pharm Educ. 2017 May;81(4):65. doi: 10.5688/ajpe81465.
To develop and validate a scale measuring pharmacy students' attitudes toward social media professionalism, and assess the impact of an educational presentation on social media professionalism. A social media professionalism scale was used in a pre- and post-survey to determine the effects of a social media professionalism presentation. The 26-item scale was administered to 197 first-year pharmacy (P1) students during orientation. Exploratory factor analysis was applied to determine the number of underlying factors responsible for covariation of the data. Principal components analysis was used as the extraction method. Varimax was selected as the rotation method. Cronbach's alpha was estimated. Wilcoxon signed rank test was used to compare pre- and post-scores of each item, subscale, and total scale. There were 187 (95%) students who participated. The final scale had five subscales and 15 items. Subscales were named according to the professionalism tenet they best represented. Scores of items addressing reading/posting to social media during class, an employer's use of social media when making hiring decisions, and a college/university's use of social media as a measure of professional conduct significantly increased from pre-test to post-test. The "honesty and integrity" subscale score also significantly increased. The social media professionalism scale measures five tenets of professionalism and exhibits satisfactory reliability. The presentation improved P1 students' attitudes regarding social media professionalism.
开发并验证一个衡量药学专业学生对社交媒体专业性态度的量表，并评估一次教育讲座对社交媒体专业性的影响。在一项前后调查中使用了一个社交媒体专业性量表，以确定一次社交媒体专业性讲座的效果。在迎新期间，对197名一年级药学专业（P1）学生施测了这个包含26个条目的量表。应用探索性因素分析来确定导致数据协变的潜在因素数量。采用主成分分析作为提取方法。选择方差最大化作为旋转方法。估计了克朗巴哈系数。使用威尔科克森符号秩检验来比较每个条目、子量表和总量表的前后得分。有187名（95%）学生参与。最终量表有五个子量表和15个条目。子量表根据它们最能代表的专业性原则命名。关于在课堂上阅读/发布到社交媒体、雇主在做出招聘决定时使用社交媒体以及学院/大学将使用社交媒体作为专业行为衡量标准的条目的得分从测试前到测试后显著增加。“诚实与正直”子量表得分也显著增加。社交媒体专业性量表衡量了专业性的五个原则，并表现出令人满意的信度。这次讲座改善了P1学生对社交媒体专业性的态度。
