Yamamura Shigeo, Takehira Rieko
Department of Biostatistics, Faculty of Pharmaceutical Sciences, Josai International University, Chiba 283-8555, Japan.
Department of Medical Psychology, Pharmaceutical Education Research Center, Kitasato University School of Pharmacy, Shirogane, Tokyo 108-8641, Japan.
Pharmacy (Basel). 2018 Apr 23;6(2):35. doi: 10.3390/pharmacy6020035.
Pharmacy students in Japan have to maintain strong motivation to learn for six years during their education. The authors explored the students’ learning structure. All pharmacy students in their 4th through to 6th year at Josai International University participated in the survey. The revised two factor study process questionnaire and science motivation questionnaire II were used to assess their learning process and learning motivation profiles, respectively. Structural equation modeling (SEM) was used to examine a causal relationship between the latent variables in the learning process and those in the learning motivation profile. The learning structure was modeled on the idea that the learning process affects the learning motivation profile of respondents. In the multi-group SEM, the estimated mean of the deep learning to learning motivation profile increased just after their clinical clerkship for 6th year students. This indicated that the clinical experience benefited students’ deep learning, which is probably because the experience of meeting with real patients encourages meaningful learning in pharmacy studies.
日本的药学专业学生在六年的学习期间必须保持强烈的学习动力。作者探究了学生的学习结构。所有就读于城西国际大学四年级至六年级的药学专业学生参与了此次调查。修订后的两因素学习过程问卷和科学动机问卷II分别用于评估他们的学习过程和学习动机特征。结构方程模型（SEM）用于检验学习过程中的潜在变量与学习动机特征中的潜在变量之间的因果关系。学习结构是基于学习过程影响受访者学习动机特征这一理念构建的。在多组结构方程模型中，六年级学生在临床实习后深度学习与学习动机特征的估计均值随即增加。这表明临床经验对学生的深度学习有益，这可能是因为与真实患者接触的经历促进了药学学习中的有意义学习。
