Parmar Harsha, Schafheutle Ellen, Willis Sarah, Silkstone Victoria
Division of Pharmacy and Optometry, School of Health Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK.
Int J Pharm Pract. 2020 Apr;28(2):156-164. doi: 10.1111/ijpp.12569. Epub 2019 Aug 1.
Using performance standards (PS) set by the General Pharmaceutical Council (GPhC), this study compared the views of two consecutive cohorts of MPharm graduates from one pharmacy school, pre- and postcurriculum reform on preparedness for practice (PFP).
Preparedness was investigated using the GPhC's 76 PS, grouped into three domains of practice: professional activity, interpersonal skills and ability to provide an effective pharmaceutical service. Respondents were asked to (dis)agree with how they perceived the MPharm had sufficiently prepared them to meet each of the 76 PS. Differences in mean score between the two cohorts were analysed via the independent-samples t-test. Regression analysis was used to determine whether the year of graduation was a predictor of PFP once other variables were controlled for.
A response rate of 30.1 and 42.4% was achieved for the 2014 and 2015 cohort, respectively. Significantly more respondents of the 2015 cohort (postcurricular reform) felt prepared for practice than respondents of the 2014 cohort (precurricular reform), for all domains of preregistration performance standards. Multiple regression analysis demonstrated that year of graduation was the independent variable that made the strongest unique contribution to explaining PFP (β = 0.527, P ≤ 0.005).
Overall findings of this study suggest that increasing adoption of undergraduate active learning opportunities and integrating learning of core subjects may enhance the overall feeling of preparedness for practice.
本研究采用英国普通药剂师理事会（GPhC）制定的绩效标准（PS），比较了一所药学院连续两届药学硕士毕业生在课程改革前后对实践准备情况（PFP）的看法。
使用GPhC的76项PS对实践准备情况进行调查，这些标准分为三个实践领域：专业活动、人际技能和提供有效药学服务的能力。要求受访者对他们认为药学硕士课程是否使他们充分准备好满足76项PS中的每一项表示（不）同意。通过独立样本t检验分析两届学生平均得分的差异。在控制其他变量后，使用回归分析来确定毕业年份是否是PFP的预测因素。
2014届和2015届学生的回复率分别为30.1%和42.4%。对于所有预注册绩效标准领域，2015届（课程改革后）的受访者比2014届（课程改革前）的受访者更认为自己为实践做好了准备。多元回归分析表明，毕业年份是对解释PFP贡献最大的独立变量（β = 0.527，P≤0.005）。
本研究的总体结果表明，增加本科主动学习机会的采用率并整合核心学科的学习可能会增强整体的实践准备感。
