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首页> 外文期刊>The Canadian journal of hospital pharmacy. >Conflict between Pharmacy Preceptors and Pharmacy Learners in Experiential Education
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Conflict between Pharmacy Preceptors and Pharmacy Learners in Experiential Education

机译：体验教育中药学备忘录与药学学习者的冲突

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Background: The relationship between a preceptor and a learner is complex and can be prone to conflict. The issue of conflict in experiential education has been studied in medicine, nursing, social work, and education; however, conflict between pharmacy preceptors and learners has not been described. Objective: To describe types of conflict between pharmacy preceptors and learners, the outcomes of such conflict, the impacts on the preceptor-learner relationship, and conflict-resolution strategies. Methods: An anonymous electronic survey of pharmacist preceptors and pharmacy residents in British Columbia was conducted. The survey included various types of questions to enrich the quality of responses (e.g., Likert scale, ranking, and requests for comments). Descriptive statistics were used. Results: Forty-nine participants completed the survey from the preceptor’s perspective, 12 from the learner’s perspective, and 4 from both perspectives. Sixty percent of preceptors (32/53) and 75% of learners (12/16) admitted experiencing conflict. Preceptors (n = 27) cited the learner’s professionalism (74%), knowledge/skills (59%), communication issues (59%), personal issues (56%), and punctuality/ attendance (52%) as causes of conflict. Learners, however (n = 12), cited differing expectations (67%), teaching versus learning style preferences (50%), and communication issues (67%) as causes of conflict. The majority of preceptors and learners indicated that conflict had negatively affected the relationship; however, most preceptors (69% [18/26]) and learners (50% [6/12]) agreed or strongly agreed with the statement, “I have generally felt comfortable working with preceptors/learners after a conflict.” More learners than preceptors felt that the learner’s ability to perform was negatively affected by the conflict (92% [11/12] versus 52% [13/25]). Preceptors were more likely to take initiative to resolve conflict. Verbal communication was the method of conflict resolution preferred by both preceptors and learners. Most preceptors and learners indicated that they felt that conflicts were generally resolved. Conclusions: Conflict was common in the pharmacy preceptor-learner relationship. Pharmacy preceptors and learners had different perspectives about the causes and outcomes of conflict.
机译：背景：教师和学习者之间的关系很复杂，容易发生冲突。在医学、护理、社会工作和教育领域，人们对体验教育中的冲突问题进行了研究；然而，药剂师和学习者之间的冲突尚未被描述。目的：描述药学教师与学习者之间冲突的类型、冲突的结果、对教师与学习者关系的影响以及冲突解决策略。方法：对不列颠哥伦比亚省的药剂师导师和药房居民进行匿名电子调查。调查包括各种类型的问题，以提高回答的质量（例如，利克特量表、排名和征求意见）。采用描述性统计。结果：49名参与者从教师的角度完成了调查，12名参与者从学习者的角度完成了调查，4名参与者从两个角度完成了调查。60%的教师（32/53）和75%的学习者（12/16）承认经历过冲突。教师（n=27）认为学习者的专业性（74%）、知识/技能（59%）、沟通问题（59%）、个人问题（56%）和守时/出勤率（52%）是冲突的原因。然而，学习者（n=12）认为不同的期望（67%）、教学与学习风格偏好（50%）和沟通问题（67%）是冲突的原因。大多数教师和学习者表示，冲突对这种关系产生了负面影响；然而，大多数教师（69%[18/26]）和学习者（50%[6/12]）都同意或强烈同意这样的说法：“冲突后，我通常觉得与教师/学习者一起工作很舒服。”更多的学习者比教师认为学习者的表现能力受到冲突的负面影响（92%[11/12]对52%[13/25]）。导师更有可能主动解决冲突。言语交际是教师和学习者都喜欢的解决冲突的方法。大多数教师和学习者表示，他们觉得冲突基本上得到了解决。结论：在药师与学生的关系中，冲突是常见的。药剂师和学习者对冲突的原因和结果有不同的看法。

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