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首页> 美国卫生研究院文献>Journal of Educational Evaluation for Health Professions >Perceptions of pharmacy clerkship students and clinical preceptors regarding preceptors’ teaching behaviors at Gondar University in Ethiopia
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Perceptions of pharmacy clerkship students and clinical preceptors regarding preceptors’ teaching behaviors at Gondar University in Ethiopia

机译：埃塞俄比亚贡德尔大学的药房业务学生和临床教员对教员的教学行为的看法

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This study aimed to compare the perceptions of pharmacy clerkship students and clinical preceptors of preceptors’ teaching behaviors at Gondar University. A cross-sectional study was conducted among pharmacy clerkship students and preceptors during June 2014 and December 2015. A 52-item structured questionnaire was self-administered to 126 students and 23 preceptors. The responses are presented using descriptive statistics. The Mann-Whitney U test was applied to test the significance of differences between students and preceptors. The response rate was 89.4% for students and 95.6% for preceptors. Statistically significant differences were observed in the responses regarding two of the five communication skills that were examined, six of the 26 clinical skills, and five of the 21 parameters involving feedback. The mean scores of preceptors (2.6/3) and students (1.9/3) regarding instructors’ ability to answer questions were found to be significantly different (P= 0.01). Students and preceptors gave mean scores of 1.9 and 2.8, respectively, to a question regarding preceptors’ application of appropriate up-to-date knowledge to individual patients (P= 0.00). Significant differences were also noted between students and instructors regarding the degree to which preceptors encouraged students to evaluate their own performance (P= 0.01). Discrepancies were noted between students and preceptors regarding preceptors’ teaching behaviors. Preceptors rated their teaching behaviors more highly than students did. Short-term training is warranted for preceptors to improve some aspects of their teaching skills.
机译：这项研究的目的是比较贡德尔大学的药学专业学生和临床教学师对教学行为的看法。在2014年6月至2015年12月期间，对药房业务学生和教员进行了横断面研究。对126名学生和23个教员进行了自我管理的52项结构问卷。响应使用描述性统计数据表示。使用Mann-Whitney U检验来检验学生与感知器之间差异的显着性。学生的回应率为89.4％，教员的回应率为95.6％。在被检查的五种沟通技能中的两种，26种临床技能中的六种以及21种涉及反馈的参数中，有五种反应的统计学差异显着。教员回答问题的能力的平均得分（2.6 / 3）和学生（1.9 / 3）差异显着（P = 0.01）。在一个关于患者对个体患者应用适当的最新知识的问题上，学生和患者的平均得分分别为1.9和2.8（P = 0.00）。在教员鼓励学生评估自己的表现的程度上，学生与教师之间也存在显着差异（P = 0.01）。注意到在学生和受训者之间关于受训者的教学行为的差异。老师对他们的教学行为的评价高于学生。接受短期培训是为了让导师提高他们的教学技能的某些方面。

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