摘要
简介自我作者是指通过对证据进行背景评估、构建独立信念和保持考虑外部观点的能力来创造自己的观点。在高等教育期间，在认知自我作者阶段之间过渡是很常见的。尽管与多个共同课程子域相关，但用于测量自我作者身份的工具却很有限，不过，在医学教育中已经开发出了一种这样的工具，在药学教育中使用将大有裨益：方法：邀请两个公立四年制药学专业的所有学生药剂师完成一项自愿、匿名的自我著作权测量调查。调查表是根据现有的有效调查表改编的。为了确保问卷的有效性和可靠性，我们使用结构方程模型和 Chronbach's alpha 分析了三个因子（职业发展、数据解释与决策制定、道德与价值观）：共完成了 157 份调查问卷。受访者的平均年龄为 28 岁，79.17% 为女性。验证分析发现，两所院校的结果在 "职业发展 "和 "数据解读与决策 "这两个因子上的拟合度可以接受，而 "道德与价值观 "因子的模型拟合度较差（RMSEA 分别为 0.08、0.09 和 0.29）。在现阶段的研究中，每个因子都具有良好的内部一致性（α 分别为 0.49、0.52 和 0.72）：学生药剂师自我认同感评估工具的开发具有广泛的适用性，可用于评估和指导学生探索个人和职业价值的过程。对这一工具的调整使其在现阶段的学生药剂师研究中具有有效性和可靠性。未来的步骤包括使用该工具确定特定的教育干预措施或课程内容的进展是否会影响自我创作。Introduction: Self-authorship is the creation of one's own perspective by contextually evaluating evidence, constructing independent beliefs, and maintaining capacity to consider outside perspectives. Transitioning between cognitive self-authorship stages is common during higher education. Despite correlation to several co-curricular subdomains, instruments to measure self-authorship are limited, however, one such instrument has been developed within medical education and would benefit use within pharmacy education.
Methods: All student pharmacists at two public, 4-year pharmacy programs were invited to complete a voluntary, anonymous survey measuring self-authorship. The instrument was adapted from existing validated survey instruments. To ensure validity and reliability among, structural equation modeling and Chronbach's alpha was used to analyze three factors (Career Development, Data Interpretation & Decision Making, and Ethics & Values).
Results: A total of 157 surveys were completed. The mean age of respondents was 28 years and 79.17 % were female. Validation analysis found that results from the two institutions have an acceptable fit for the Career Development and Data Interpretation & Decision Making factors, with the Ethics and Values factor having a poor model fit (RMSEA = 0.08, 0.09, 0.29 respectively). Each factor yielded a good level of internal consistency for the current stage of research (α = 0.49, 0.52, 0.72 respectively).
Conclusions: This development of an instrument assessing self-authorship among student pharmacists has wide-reaching applicability to assess and inform students in their journey towards exploring personal and professional values. The adaptation of this instrument has resulted in one which is valid and reliable for the current stage of research within student pharmacists. Future steps including using this instrument to determine if particular educational interventions or progression across curricular elements impact self-authoring.
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