Dy-Boarman Eliza A, Diehl Beth, Mobley-Bukstein Wendy, Bottenberg Michelle M, Bryant Ginelle A, Sauer Hannah
Department of Clinical Sciences, Drake University College of Pharmacy and Health Sciences, 2507 University Avenue, Des Moines, IA 50311-4505, United States.
PGY1 Pediatric Pharmacy Resident, Mayo Eugenio Litta Children's Hospital, Mayo Clinic School of Health Sciences, 200 First Street SW, Rochester, MN 55905, United States.
Curr Pharm Teach Learn. 2018 Feb;10(2):201-205. doi: 10.1016/j.cptl.2017.10.021. Epub 2017 Nov 11.
Educating students about aseptic technique presents many challenges. Students at Drake University have limited exposure to this skill outside of the classroom setting, and students have previously shown a lack of awareness related to their own aseptic technique skills. One approach to developing self-awareness in this area may be the incorporation of activities involving video viewing and self-reflection.
Second-year pharmacy students in the Intermediate Pharmacy Skills and Applications 2 course completed four total aseptic technique activities, each of which was assessed by faculty using a standardized assessment tool. Each student was video-recorded during one of these aseptic technique activities. Students were asked to self-reflect on their performance immediately after the activity and again after viewing the video recording of their performance (using the same criteria included in a standardized faculty assessment tool). Student self-reflection scores before and after video viewing were then compared to faculty scores.
One-hundred six students participated in the video recording and self-reflection activity. Compared to faculty assessment scores, there was no significant difference between the self-reflections before or after video viewing (p = 0.571).
Video self-reflection had no significant impact on the ability to accurately self-assess aseptic technique skills, but this study did reveal several other opportunities for future teaching and research.
Future efforts to impact student self-awareness should include additional self-reflection instruction, repeated self-reflection activities conducted over the course of a semester, and improved video recording technology.
向学生传授无菌技术面临诸多挑战。德雷克大学的学生在课堂之外很少有机会接触这项技能，而且学生此前已表现出对自身无菌技术技能缺乏认识。在这一领域培养自我意识的一种方法可能是纳入涉及视频观看和自我反思的活动。
中级药学技能与应用2课程的二年级药学专业学生总共完成了四项无菌技术活动，每项活动都由教师使用标准化评估工具进行评估。在其中一项无菌技术活动中，对每位学生进行了录像。要求学生在活动结束后立即对自己的表现进行自我反思，并在观看自己表现的录像后再次进行自我反思（使用标准化教师评估工具中包含的相同标准）。然后将观看视频前后学生的自我反思分数与教师的分数进行比较。
106名学生参与了录像和自我反思活动。与教师评估分数相比，观看视频前后的自我反思之间没有显著差异（p = 0.571）。
视频自我反思对准确自我评估无菌技术技能的能力没有显著影响，但这项研究确实揭示了未来教学和研究的其他几个机会。
未来影响学生自我意识的努力应包括额外的自我反思指导、在一个学期内进行多次自我反思活动以及改进录像技术。
