Murry Logan T, Murry Janice S, Pick Amy, Witry Matthew J
University of Iowa, College of Pharmacy, Iowa City, IA, USA; Accreditation Council for Pharmacy Education, Chicago, IL, USA.
University of Nebraska Medical Center, College of Pharmacy, Omaha, NE, USA.
Am J Pharm Educ. 2023 Dec;87(12):100581. doi: 10.1016/j.ajpe.2023.100581. Epub 2023 Jul 29.
Attitudes and skills reflecting the Accreditation Council for Pharmacy Education Standard 4 (ACPE-S4) remain an important component of pharmacy education. The objectives of this study were (1) explore student perspectives on the importance of ACPE-S4 key elements, and (2) identify experiences that students described as supporting ACPE-S4 attitude and skill development.
This was a qualitative study using focus groups and dyadic interviews with student pharmacists to collect data on ACPE-S4 key element importance and skill acquisition. A general inductive qualitative approach was used to analyze data, with 2 study authors independently reviewing all transcripts and assigning codes to text segments. Authors then met to discuss coding, iteratively organize coded segments into categories and subcategories, and select representative quotes.
Overall, 3 focus groups and 3 dyadic interviews were conducted with a total of 20 students. Students ranked professionalism and self-awareness as the 2 most important key elements. From qualitative analysis, 4 categories and 10 subcategories of educational activities, programs, and experiences were identified as follows: Mentorship (Identifying a Mentor, Formal Mentorship Programs), Curriculum (Practice Lab, Professional Development Course, Interprofessional Education, Experiential Education), Cocurriculum (Organizational Involvement, Volunteer Hours), and Opportunities Outside Academic Setting (Work, Conferences, and Innovative Pharmacy Practices).
Participants articulated several opportunities for developing the skills and attitudes reflecting ACPE-S4 key elements. Incorporating student input into ACPE-S4 attitude and skill development may help pharmacy programs consider how to design, refine, and implement initiatives and experiences to help students develop skills across ACPE-S4 focus areas.
反映药学教育认证委员会标准4（ACPE - S4）的态度和技能仍然是药学教育的重要组成部分。本研究的目的是：（1）探讨学生对ACPE - S4关键要素重要性的看法；（2）确定学生描述为支持ACPE - S4态度和技能发展的经历。
这是一项定性研究，采用焦点小组和与学生药剂师的二元访谈来收集关于ACPE - S4关键要素重要性和技能获得的数据。采用一般归纳定性方法分析数据，由2名研究作者独立审查所有转录本并为文本段分配代码。然后作者们会面讨论编码，反复将编码段组织成类别和子类别，并选择有代表性的引述。
总体而言，共进行了3个焦点小组和3次二元访谈，涉及20名学生。学生将专业精神和自我意识列为两个最重要的关键要素。通过定性分析，确定了教育活动、项目和经历的4个类别和10个子类别，如下所示：指导（确定导师、正式指导计划）、课程（实践实验室、专业发展课程、跨专业教育、体验式教育）、辅助课程（组织参与、志愿时长）以及学术环境之外的机会（工作、会议和创新药学实践）。
参与者阐述了培养反映ACPE - S4关键要素的技能和态度的若干机会。将学生的意见纳入ACPE - S4态度和技能发展中，可能有助于药学项目考虑如何设计、完善和实施相关举措及经历，以帮助学生在ACPE - S4重点领域发展技能。
