Kendrick Jennifer, Beauchesne Arielle, Lee Yunji Valerie, Corrigan Sue, Carr Roxane
, BScPharm, ACPR, PharmD, is with the Pharmacy Department, Children's and Women's Health Centre of BC, and the Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, British Columbia.
, PharmD, ACPR, was, at the time of this study, a student in the Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, British Columbia. She is now a Year 2 Resident with Lower Mainland Pharmacy Services.
Can J Hosp Pharm. 2021 Winter;74(1):36-42. Epub 2021 Jan 1.
The relationship between a preceptor and a learner is complex and can be prone to conflict. The issue of conflict in experiential education has been studied in medicine, nursing, social work, and education; however, conflict between pharmacy preceptors and learners has not been described.
To describe types of conflict between pharmacy preceptors and learners, the outcomes of such conflict, the impacts on the preceptor-learner relationship, and conflict-resolution strategies.
An anonymous electronic survey of pharmacist preceptors and pharmacy residents in British Columbia was conducted. The survey included various types of questions to enrich the quality of responses (e.g., Likert scale, ranking, and requests for comments). Descriptive statistics were used.
Forty-nine participants completed the survey from the preceptor's perspective, 12 from the learner's perspective, and 4 from both perspectives. Sixty percent of preceptors (32/53) and 75% of learners (12/16) admitted experiencing conflict. Preceptors ( = 27) cited the learner's professionalism (74%), knowledge/skills (59%), communication issues (59%), personal issues (56%), and punctuality/attendance (52%) as causes of conflict. Learners, however ( = 12), cited differing expectations (67%), teaching versus learning style preferences (50%), and communication issues (67%) as causes of conflict. The majority of preceptors and learners indicated that conflict had negatively affected the relationship; however, most preceptors (69% [18/26]) and learners (50% [6/12]) agreed or strongly agreed with the statement, "I have generally felt comfortable working with preceptors/learners after a conflict." More learners than preceptors felt that the learner's ability to perform was negatively affected by the conflict (92% [11/12] versus 52% [13/25]). Preceptors were more likely to take initiative to resolve conflict. Verbal communication was the method of conflict resolution preferred by both preceptors and learners. Most preceptors and learners indicated that they felt that conflicts were generally resolved.
Conflict was common in the pharmacy preceptor-learner relationship. Pharmacy preceptors and learners had different perspectives about the causes and outcomes of conflict.
带教老师与学员之间的关系复杂，容易产生冲突。医学、护理、社会工作和教育领域已对体验式教育中的冲突问题进行了研究；然而，药剂学带教老师与学员之间的冲突尚未见描述。
描述药剂学带教老师与学员之间冲突的类型、此类冲突的结果、对带教老师-学员关系的影响以及冲突解决策略。
对不列颠哥伦比亚省的药剂师带教老师和药学住院医师进行了匿名电子调查。该调查包括各类问题以提高回答质量（例如，李克特量表、排序以及评论请求）。采用描述性统计方法。
从带教老师的角度有49名参与者完成了调查，从学员的角度有12名，4名参与者从两个角度都完成了调查。60%的带教老师（32/53）和75%的学员（12/16）承认经历过冲突。带教老师（n = 27）将学员的职业素养（74%）、知识/技能（59%）、沟通问题（59%）、个人问题（56%）以及守时/出勤（52%）列为冲突原因。然而，学员（n = 12）将期望差异（67%）、教学与学习风格偏好（50%）以及沟通问题（67%）列为冲突原因。大多数带教老师和学员表示冲突对关系产生了负面影响；然而，大多数带教老师（69% [18/26]）和学员（50% [6/12]）同意或强烈同意“冲突过后，我总体上觉得与带教老师/学员共事很自在”这一说法。认为冲突对学员执行能力产生负面影响的学员比带教老师更多（92% [11/12] 对52% [13/25]）。带教老师更有可能主动解决冲突。言语沟通是带教老师和学员都偏爱的冲突解决方式。大多数带教老师和学员表示他们觉得冲突总体上得到了解决。
冲突在药剂学带教老师-学员关系中很常见。药剂学带教老师和学员对冲突的原因和结果有不同的看法。
