PHARMACISTS' MOTIVATION FOR PARTICIPATION IN CONTINUING PROFESSIONAL EDUCATION
Notice bibliographique
Résumé
The purpose of this study was to examine pharmacist—reported motives for participation in continuing professional education. Motivational factors were identified, and the effects on the \ninfluence of each factor were assessed for the following: 1) legislation requiring participation, 2) demographic variables, and 3) extent of participation. Results of this study provided: 1) a description of pharmacists' professional learning motivation, 2) an assessment of the effect of mandatory continuing pharmacy education on participation motivation, 3) a framework for planning and evaluating continuing pharmacy education programs for specific groups of pharmacists, and 4) a criteria for evaluating continuing pharmacy education programs. \nA motivational inventory and a demographic questionnaire were mailed to a stratified random sample of 200 pharmacists registered in each of the provinces of Ontario and Saskatchewan. The usable return rate was 76.4% of practicing pharmacists. \nPrincipal components analysis of the motivational inventory produced the following seven meaningful factors, in decreasing order of influence: Cognitive/Competence, External Professional Expectations, Community Service, Influence of Peers, Professional Advancement, Interpersonal Relationships, and Escape from Routine. Seven independent factor scores for each respondent were used in testing the study hypotheses. \nPharmacists' motivational differences were detected by one way analyses of variance and evaluated by group averages or the Scheffe test. No motivational differences were detected for \npharmacists based on years of professional experience, or on whether they were employees or managers. Significant motivational differences were found for the variables of province, age, \npractice type, employment status, work isolation time, extent of participation in continuing professional education and participation in self—directed continuing professional learning. \nAlthough significant differences in the influence ratings of the Cognitive/Competence and External Professional Expectations motives were detected between the provincial sub-samples, \nmotivational patterns were not profoundly different. The Cognitive/Competence motive was reported as the most influential motive in both provinces. Since the External Professional \nExpectations motive was rated third in influence by Ontario pharmacists, it was concluded that pharmacists were influenced by this motive regardless of legislation requiring participation. \nThe influential motives pharmacists reported were considered more relevant to effective planning and implementation of continuing professional education programs than legislated requirements for participation.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».