Touro University California College of Pharmacy, Vallejo, CA, United States.
Touro University California College of Pharmacy, Vallejo, CA, United States; Department of Medicine, Stanford University School of Medicine, Stanford, CA, United States.
Curr Pharm Teach Learn. 2021 Feb;13(2):127-133. doi: 10.1016/j.cptl.2020.09.003. Epub 2020 Oct 9.
The objectives were to describe pharmacy students' perceptions of professionalism and to compare students and faculty/staff perceptions of professionalism during the didactic years at Touro University California College of Pharmacy in California (TUC COP).
A two-part online survey was administered to the TUC COP faculty/staff and first-year (P1) and second-professional year (P2) students in May 2016. The first part of the survey collected demographic information, assessment of faculty/staff and students' overall opinions on behavior and conduct displayed by P1 and P2 students, students' responses about the average of missed lectures per month, and the average number of days of late arrival to lecture per week. The second part assessed professionalism perceptions responses to 20 scenarios using a 4-point Likert rating.
The study included 37 (88.4%) faculty/staff and 181 (96.4%) P1 and P2 students, for a 98% response rate. Of the faculty/staff, 59.5% perceived the students' overall behaviors and conduct as acceptable whereas 35.3% of students perceived the overall behavior of P1 and P2 students as acceptable, with the majority of students self-reporting missing on average fewer than five lectures per month (65.2%) and arriving late to lecture fewer than one day each week (71.8%). There were statistically significant differences between faculty/staff and students' responses in 9 of the 20 scenarios.
Differences in responses between faculty/staff and students regarding what is considered professional suggest that there is a gap in professionalism perceptions that should be addressed during didactic years.
本研究旨在描述药学专业学生对专业精神的认知，并比较美国加州图罗大学药学院（TUC COP）教职员工和第一、二年药学专业学生对专业精神的认知。
2016 年 5 月，TUC COP 教职员工和第一、二年药学专业学生分别完成了一份在线的两部分调查问卷。第一部分收集了人口统计学信息、教职员工和学生对第一、二年药学专业学生行为和表现的总体评价、学生对每月缺课平均次数的回应，以及每周上课迟到平均天数。第二部分采用 4 点 Likert 评分法评估了 20 种情景下的专业精神认知反应。
研究共纳入 37 名（88.4%）教职员工和 181 名（96.4%）第一、二年药学专业学生，应答率为 98%。59.5%的教职员工认为学生的整体行为和表现是可以接受的，而 35.3%的学生认为第一、二年药学专业学生的整体行为是可以接受的，大多数学生自我报告每月平均缺课少于五节（65.2%），每周上课迟到少于一天（71.8%）。在 20 种情景中的 9 种情景中，教职员工和学生的反应存在统计学差异。
教职员工和学生对专业精神的认知存在差异，这表明在药学专业的理论学习阶段，应该解决专业精神认知方面的差距问题。
