Are there any “science people” in undergraduate health science courses? Assessing science identity among pre‐nursing and pre‐allied health students in a community college setting
Are there any “science people” in undergraduate health science courses? Assessing science identity among pre‐nursing and pre‐allied health students in a community college setting
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本科生健康科学课程中有“科学人”吗？
DOI：
10.1002/tea.21902
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发表时间：
2023
影响因子：
4.6
通讯作者：
Schinske, Jeffrey N.
中科院分区：
文献类型：
--
作者：
Perkins, Heather;Royse, Emily A.;Cooper, Sara;Kurushima, Jennifer D.;Schinske, Jeffrey N.
科学身份，或一个人作为科学家的认可和能力感，是预测学生坚持和成功的宝贵工具，但在完成医学，护理和联合健康（“健康前职业学生”）的后续研究的准备工作的本科生中研究不足。在美国，健康前职业学生约占所有生物学学生的一半，作为专业人士，在照顾老龄化，日益多样化的人口，管理大流行病的持续影响，以及引导公众对科学和循证医学态度的社会政治转变方面发挥着重要作用。健康前职业学生也往往是STEM教育中被边缘化和少数化的群体的成员，通常在社区学院环境中完成学位，这些环境长期资源不足和研究不足。因此，了解这些学生的科学身份是一个社会正义问题，对美国的公共卫生越来越重要。我们使用两个已建立并验证用于参加四年制机构的STEM学生的量表，检查了社区学院生物学学生的科学身份和参与度。对从846名参与者中抽取的两个子样本进行探索性和验证性因素分析，以确认因素结构在新人群中按计划发挥作用。然后比较了健康前职业学生（护理前和联合健康前）和其他群体之间的科学身份值。健康前职业学生普遍报告的兴趣和表现/能力与他们传统的STEM，医学预科和牙科预科同龄人相当，挑战了人们对这些学生兴趣和能力的普遍假设。然而，他们也报告了比传统STEM和医学预科/牙科学生更低的认可度。公共卫生，研究人员和教师的影响进行了讨论。
Science identity, or one's sense of recognition and competence as a scientist, is an invaluable tool for predicting student persistence and success, but is understudied among undergraduates completing preparatory work for later studies in medicine, nursing, and allied health (“pre‐health career students”). In the United States, pre‐health career students make up approximately half of all biology students and, as professionals, play important roles in caring for an aging, increasingly diverse population, managing the ongoing effects of a pandemic, and navigating socio‐political shifts in public attitudes toward science and evidence‐based medicine. Pre‐health career students are also often members of groups marginalized and minoritized in STEM education, and generally complete their degrees in community college settings, which are chronically under‐resourced and understudied. Understanding these students' science identities is thus a matter of social justice and increasingly important to public health in the United States. We examined science identity and engagement among community college biology students using two scales established and validated for use with STEM students attending four‐year institutions. Exploratory and confirmatory factor analysis were used on two sub‐samples drawn from the pool of 846 participants to confirm that the factor structures functioned as planned among the new population. Science identity values were then compared between pre‐health career students (pre‐nursing and pre‐allied health) and other groups. Pre‐health career students generally reported interest and performance/competence on par with their traditional STEM, pre‐med, and pre‐dentistry peers, challenging popular assumptions about these students' interests and abilities. However, they also reported significantly lower recognition than traditional STEM and pre‐med/dentistry students. The implications for public health, researchers, and faculty are discussed.
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影响因子：
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作者：
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