Ulutaş Deniz Elif, Eren Rumeysa
Atatürk University Faculty of Pharmacy, Department of Pharmacy Management, Erzurum, Türkiye.
Turk J Pharm Sci. 2025 Sep 5;22(4):294-304. doi: 10.4274/tjps.galenos.2025.57442.
This study aimed to incorporate a pharmacy management course into pharmacy education and explore students' time management and career planning attitudes in relation to this course.
This research, conducted between October 2, 2023, and January 12, 2024, employed a mixed-methods design, integrating both qualitative and quantitative research methodologies within a single study framework. Quantitative data were collected using the Sociodemographic Form, Career Futures Inventory (CFI), and Time Management Questionnaire (TMQ). A semi-structured interview form was employed to gather qualitative data. This study included 60 fifth-year pharmacy students. The experimental group (n=30) comprised volunteers enrolled in the "Management in Pharmacy" elective course, while the control group (n=30) consisted of randomly selected volunteers not enrolled in the course.
In the intervention group, pre-test TMQ scores ranged from 56 to 117, yielding a mean score of 80.50±16.12. Post-test scores ranged from 55 to 112, with an average of 86.83±14.09. There was a significant difference in the change in the TMQ scores and Time Attitude scores between the control and intervention groups (=0.003 and =0.001, respectively). For the intervention group, pre-test CFI scores ranged from 63 to 116, yielding a mean score of 85.93±15.34. Post-test scores ranged from 68 to 111, with an average of 89.40±12.56. No significant difference was observed in the change in the CFI scores between the control and intervention groups (=0.311). Student feedback provided insight into the necessity or usefulness, impact, and future suggestions concerning the delivery of this course.
The implementation of educational resources and methodologies aimed at fostering time management abilities and encouraging career planning attitudes from the initial phases of pharmacy education may result in greater outcomes.
本研究旨在将一门药学管理课程纳入药学教育，并探讨学生与该课程相关的时间管理和职业规划态度。
本研究于2023年10月2日至2024年1月12日进行，采用混合方法设计，在单一研究框架内整合定性和定量研究方法。使用社会人口学表格、职业未来量表（CFI）和时间管理问卷（TMQ）收集定量数据。采用半结构化访谈表格收集定性数据。本研究纳入了60名五年级药学专业学生。实验组（n = 30）由参加“药学管理”选修课程的志愿者组成，而对照组（n = 30）由未参加该课程的随机选择的志愿者组成。
在干预组中，TMQ预测试分数范围为56至117，平均分数为80.50±16.12。后测试分数范围为55至112，平均分数为86.83±14.09。对照组和干预组之间TMQ分数和时间态度分数的变化存在显著差异（分别为=0.003和=0.001）。对于干预组，CFI预测试分数范围为63至116，平均分数为85.93±15.34。后测试分数范围为68至111，平均分数为89.40±12.56。对照组和干预组之间CFI分数的变化未观察到显著差异（=0.311）。学生反馈提供了有关该课程授课的必要性或有用性、影响及未来建议的见解。
在药学教育的初始阶段实施旨在培养时间管理能力和鼓励职业规划态度的教育资源和方法可能会产生更好的效果。
