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Validation of an instrument to assess student pharmacist self-authorship. | LitMetric

Validation of an instrument to assess student pharmacist self-authorship.

Curr Pharm Teach Learn

University of North Texas System College of Pharmacy, 3500 Camp Bowie Blvd, Fort Worth, Texas 76107, United States of America. Electronic address:

Published: December 2024

AI Article Synopsis

  • Self-authorship involves developing one's perspective through evaluating evidence, forming independent beliefs, and remaining open to other views, especially during higher education transitions.
  • A survey was conducted with student pharmacists across two public pharmacy programs to assess self-authorship, using adapted validated instruments and various statistical analyses to ensure reliability and validity.
  • Results showed a total of 157 responses, with good internal consistency for two areas (Career Development and Data Interpretation & Decision Making), but a poor fit for Ethics and Values; this instrument can effectively help students explore their personal and professional values in pharmacy education.

Article Abstract

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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Source
http://dx.doi.org/10.1016/j.cptl.2024.102264DOI Listing

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