Faculty Perceptions of Appropriate Faculty Behaviors in Social Interactions With Student Pharmacists

被引:12
|
作者
Schneider, Eric F. [1 ]
Jones, Melissa C. [2 ]
Farris, Karen B. [3 ]
Havrda, Dawn [4 ]
Jackson, Kenneth C., II [5 ]
Hamrick, Terri S. [6 ]
机构
[1] Univ Arkansas Med Sci, Coll Pharm, Fayetteville, AR 72703 USA
[2] Univ South, Sch Pharm, Sewanee, TN USA
[3] Univ Michigan, Coll Pharm, Ann Arbor, MI 48109 USA
[4] Shenandoah Univ, Sch Pharm, Winchester, VA 22601 USA
[5] Univ Pacific, Oregon Sch Pharm, Stockton, CA 95211 USA
[6] Campbell Univ, Coll Pharm & Hlth Sci, Buies Creek, NC 27506 USA
关键词
faculty; students; social interactions; Facebook; behavior;
D O I
10.5688/ajpe75470
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Objective. To determine faculty and administrator perceptions about appropriate behavior in social interactions between pharmacy students and faculty members. Methods. Four private and 2 public colleges and schools of pharmacy conducted focus groups of faculty members and interviews with administrators. Three scenarios describing social interactions between faculty members and students were used. For each scenario, participants reported whether the faculty member's behavior was appropriate and provided reasons for their opinions. Results. Forty-four percent of those surveyed or interviewed considered interactions between faculty members and pharmacy students at a bar to be a boundary violation. Administrators were more likely than faculty members to consider discussing other faculty members with a student to be a boundary violation (82% vs. 46%, respectively, P < 0.009). A majority (87%) of faculty members and administrators considered "friending" students on Facebook a boundary violation. Conclusions. There was no clear consensus about whether socializing with students at a bar was a boundary violation. In general, study participants agreed that faculty members should not initiate friendships with current students on social networks but that taking a student employee to lunch was acceptable.
引用
收藏
页数:6
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