Utilizing transformative learning theory to enhance professional identity formation.

IF 2.9 4区 医学 Q2 PHARMACOLOGY & PHARMACY
Journal of Pharmacy and Pharmaceutical Sciences Pub Date : 2025-06-05 eCollection Date: 2025-01-01 DOI:10.3389/jpps.2025.14605
Christine Pan, Jennie B Jarrett, Kathryn Sawyer
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引用次数: 0

Abstract

Objective: To analyze the impact of a Transformative Learning Theory (TLT)-based toolkit on pharmacy students' self-evaluation of professional identity formation (PIF).

Methods: This prospective, interventional cohort study included pre-clinical pharmacy students in a hospital skills-based course. Study participants were included if they completed the Professional Self Identity Questionnaire (PSIQ-9) and Macleod Clark Professional Identity Scale (MCPIS-9) at baseline (week 1), midpoint (week 8), and endpoint (week 15) of the course. The primary outcome was to assess the mean change in PSIQ-9 and MCPIS-9 scores from baseline to endpoint; the outcome was analyzed using the Wilcoxon-Signed Rank Test. Secondary outcomes included assessing the mean difference in questionnaire scores from baseline to midpoint and midpoint to endpoint.

Results: Seventy-nine pharmacy students were eligible, with 11 (14%) completing both questionnaires at all time points and 39 (49%) completing them at baseline and midpoint. Comparing baseline and endpoint scores, there was an increase in the PSIQ-9 mean difference for teaching others and a decrease in the MCPIS-9 for feeling ashamed of the profession. No MCPIS-9 differences were found between baseline and midpoint. Three PSIQ-9 questions, communication, using patient records, and teaching others, were significant at baseline and midpoint.

Conclusion: The TLT-based toolkit had a minimal impact on students' self-evaluation of PIF based on the PSIQ-9 and MCPIS-9 questionnaires over a 15-week course. Studies with larger sample sizes and longer durations are needed to provide more conclusive results.

运用变革学习理论促进职业认同的形成。
目的:分析基于变革学习理论(TLT)的工具箱对药学专业学生职业认同形成自我评价的影响。方法:这项前瞻性、介入性队列研究包括医院技能基础课程的临床前药学学生。如果参与者在课程的基线(第1周)、中点(第8周)和终点(第15周)完成了职业自我认同问卷(PSIQ-9)和麦克劳德·克拉克职业认同量表(MCPIS-9),则纳入研究。主要结局是评估PSIQ-9和MCPIS-9评分从基线到终点的平均变化;结果采用Wilcoxon-Signed Rank检验进行分析。次要结局包括评估问卷得分从基线到中点和中点到终点的平均差异。结果:79名药学学生符合条件,其中11名(14%)在所有时间点都完成了问卷调查,39名(49%)在基线和中点完成了问卷调查。比较基线分数和终点分数,教授他人的PSIQ-9平均差异有所增加,而对职业感到羞耻的MCPIS-9则有所减少。在基线和中点之间没有发现MCPIS-9差异。三个PSIQ-9问题,沟通,使用患者记录和教导他人,在基线和中点具有显著性。结论:在为期15周的课程中,基于tlt的工具包对学生基于PSIQ-9和MCPIS-9问卷的PIF自我评价的影响很小。需要更大样本量和更长的持续时间的研究来提供更结论性的结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.90
自引率
0.00%
发文量
29
审稿时长
6-12 weeks
期刊介绍: The Journal of Pharmacy and Pharmaceutical Sciences (JPPS) is the official journal of the Canadian Society for Pharmaceutical Sciences. JPPS is a broad-spectrum, peer-reviewed, international pharmaceutical journal circulated electronically via the World Wide Web. Subscription to JPPS is free of charge. Articles will appear individually as soon as they are accepted and are ready for circulation.
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