Chaieb Jihane, Phillips Beth Bryles, Thiman Michael, Fulford Michael, Young Henry N, Perri Matthew
Kaiser Permanente, 4920 Campbell Blvd, Baltimore, MD 21236, United States.
University of Georgia College of Pharmacy, RC Wilson Pharmacy Building, Athens, GA 30602-2351, United States.
Curr Pharm Teach Learn. 2018 Sep;10(9):1219-1227. doi: 10.1016/j.cptl.2018.06.011. Epub 2018 Jun 22.
In 2016, new Accreditation Standards were implemented that required integration of affective domain elements (ADEs) into the Doctor of Pharmacy (PharmD) curriculum and admissions interview process. The purpose of this study is to analyze the relationship between admissions variables and performance in a new course, and to analyze the relationship between student self-assessment and faculty evaluation of their development and performance in ADEs.
Pre-pharmacy admission variables were evaluated for correlations with student performance in ADEs. Student self-assessments and faculty evaluations of performance in ADEs were also analyzed.
Statistically significant positive correlations were found between student age and completion of at least a bachelor's degree with student self-assessment in communication and leadership. When evaluating faculty assessment, significant positive correlations were found for female performance in the areas of leadership and team readiness. There was a positive association between the Pharmacy College Admission Test (PCAT) quantitative score and performance in professionalism; while negative associations were seen between the PCAT comprehensive score and student self-assessment in self-awareness and professionalism, and between the PCAT quantitative score and student self-assessment in self-awareness (p < 0.05 for all). Median evaluation ranks by faculty members were significantly lower than the median self-evaluation ranks done by students.
This study suggests careful analysis of admissions variables in relation to ADEs may offer PharmD programs insight into how they design educational activities related to the affective domain. Additionally, evaluating multiple observations by both students and faculty members may identify patterns of growth and development in ADEs.
2016年实施了新的认证标准，要求将情感领域要素（ADEs）纳入药学博士（PharmD）课程及招生面试流程。本研究的目的是分析招生变量与一门新课程成绩之间的关系，以及分析学生自我评估与教师对他们在情感领域要素方面的发展和表现的评估之间的关系。
评估药学预科入学变量与学生在情感领域要素方面的成绩之间的相关性。还分析了学生对情感领域要素表现的自我评估以及教师评估。
发现学生年龄和至少拥有学士学位与学生在沟通和领导力方面的自我评估之间存在统计学上显著的正相关。在评估教师评估时，发现女性在领导力和团队准备方面的表现存在显著正相关。药学院入学考试（PCAT）定量分数与专业精神方面的成绩之间存在正相关；而PCAT综合分数与学生在自我意识和专业精神方面的自我评估之间，以及PCAT定量分数与学生在自我意识方面的自我评估之间存在负相关（所有p值均<0.05）。教师的评估排名中位数显著低于学生的自我评估排名中位数。
本研究表明，仔细分析与情感领域要素相关的招生变量可能会为药学博士项目提供有关其如何设计与情感领域相关的教育活动的见解。此外，评估学生和教师的多次观察结果可能会识别情感领域要素中的成长和发展模式。
