Pharmaceutical Care Learning Center - Duluth, University of Minnesota College of Pharmacy, 1110 Kirby Drive, Duluth, MN 55812, United States.
University of Minnesota College of Pharmacy, 308 Harvard St SE, Minneapolis, MN 55455, United States.
Curr Pharm Teach Learn. 2022 Aug;14(8):966-971. doi: 10.1016/j.cptl.2022.07.008. Epub 2022 Jul 23.
Several factors may affect student wellbeing, including tolerance for ambiguity, burnout, empathy, quality of life, and stress. A better understanding of how pharmacy students score on these scales relative to other health professional students could help educators and schools address and improve student wellbeing. The study objective was to determine a baseline measure of pharmacy student tolerance for ambiguity, burnout, empathy, quality of life, and stress.
A voluntary survey including several assessment scales (Tolerance for Ambiguity, Oldenburg Burnout Inventory, Interpersonal Reactivity Index [empathy], Quality of Life Scale, and Perceived Stress Scale) was sent by email to all pharmacy students within a standalone college of pharmacy.
Two hundred thirty-one pharmacy students completed all aspects of the survey. Comparing each scale with sex, female students trended higher in Interpersonal Reactivity Index and scored significantly higher on the Oldenburg Burnout Inventory (disengagement), while male students scored significantly higher for Quality of Life. Fourth-year students scored significantly higher on the Tolerance for Ambiguity scale as compared to first- and second-year students and on the Quality of Life scale as compared with third-year students. Third-year students experienced the greatest levels of burnout. Differences were also noted based on students' anticipated area of practice (empathy) and desire to work with an underserved population (empathy and stress).
Pharmacy students' responses to the included scales varied greatly when considering various demographic parameters. The significant differences identified are illuminating and represent potential areas for curricular improvement, student support, and further study within pharmacy school curricula.
有几个因素可能会影响学生的幸福感，包括对模糊性的容忍度、倦怠、同理心、生活质量和压力。更好地了解药学专业学生在这些量表上的得分情况与其他健康专业学生相比，可能有助于教育者和学校解决和提高学生的幸福感。本研究的目的是确定药学专业学生对模糊性、倦怠、同理心、生活质量和压力的容忍度的基线衡量标准。
通过电子邮件向一所独立药学院的所有药学专业学生发送了一份自愿性调查，其中包括几个评估量表（模糊容忍度量表、奥登堡倦怠量表、人际反应指数[同理心]、生活质量量表和感知压力量表）。
231 名药学专业学生完成了调查的所有方面。将每个量表与性别进行比较，女性学生在人际反应指数上的得分较高，在奥登堡倦怠量表（脱离）上的得分显著高于男性，而男性学生在生活质量方面的得分显著较高。与第一和第二学年的学生相比，四年级学生在模糊容忍度量表上的得分显著较高，与第三学年的学生相比，在生活质量量表上的得分也显著较高。第三学年的学生经历了最大程度的倦怠。根据学生预期的实践领域（同理心）和与服务不足人群合作的愿望（同理心和压力），也注意到了差异。
当考虑各种人口统计学参数时，药学专业学生对包括量表在内的反应差异很大。确定的显著差异具有启发性，代表了课程改进、学生支持和药学课程进一步研究的潜在领域。
