Mospan Cortney M, Mospan Geoffrey A
Wingate University School of Pharmacy, 515 N Main St, Wingate, NC 28174, United States.
Wingate University School of Pharmacy, 515 N Main St, Wingate, NC 28174, United States.
Curr Pharm Teach Learn. 2018 Oct;10(10):1363-1374. doi: 10.1016/j.cptl.2018.07.002. Epub 2018 Aug 7.
Advocacy has been defined as "the essential competence". Literature describes and assesses the impact of elective, extracurricular, and co-curricular advocacy experiences, but there is a deficiency of literature that describes and assesses core curricular advocacy experiences.
An electronic pre- and post-survey was administered to second-year student pharmacists who attended a didactic lecture on advocacy within a pharmacy law course. All responses were anonymous and matched via self-generated code. Wilcoxon signed rank tests analyzed matched data.
Pharmacy students were generally unaware of their legislative representation and did not know what to expect when meeting with legislators. A small percentage (24%) had previously contacted their legislator regarding pharmacy topics. All three knowledge items and seven of eight attitudes showed statistically significant improvement after the lecture. Following the lecture, 85% of students agreed/strongly agreed they were more prepared to be an advocate for pharmacy, with 76% reporting increased commitment.
This study shows that a brief didactic educational intervention may improve student pharmacists' knowledge of and commitment to political advocacy, addressing previously noted limitations of models to prepare student pharmacists for advocacy efforts. The skill of advocating was not addressed by this intervention.
A brief didactic lecture at one institution showed a short-term positive influence on pharmacy students' knowledge and attitudes towards legislative advocacy. Introduction of advocacy within the core didactic curricula may provide a method to increase the prevalence of advocates within the profession of pharmacy, but this requires further assessment and identification of best practices.
宣传已被定义为“基本能力”。文献描述并评估了选修、课外和课程辅助的宣传经历的影响，但缺乏描述和评估核心课程宣传经历的文献。
对参加药学法律课程中关于宣传的理论讲座的二年级药学专业学生进行了电子课前和课后调查。所有回答均为匿名，并通过自行生成的代码进行匹配。采用Wilcoxon符号秩检验分析匹配数据。
药学专业学生通常不了解他们的立法代表情况，也不知道与立法者会面时会有什么期待。一小部分（24%）学生此前曾就药学相关话题联系过他们的立法者。讲座后，所有三个知识项目以及八个态度项目中的七个在统计学上都有显著改善。讲座后，85%的学生同意/强烈同意他们更有准备成为药学的宣传者，76%的学生表示积极性有所提高。
本研究表明，简短的理论教育干预可能会提高药学专业学生对政治宣传的认识和积极性，解决了之前指出的为药学专业学生的宣传努力做准备的模式存在的局限性。本次干预未涉及宣传技能。
在一个机构进行的简短理论讲座对药学专业学生关于立法宣传的知识和态度产生了短期积极影响。在核心理论课程中引入宣传内容可能提供一种方法来提高药学专业中宣传者的比例，但这需要进一步评估并确定最佳实践方法。
