Effective team communication is important in patient safety. We demonstrate positive attitudinal and knowledge effects in a large-scale interprofessional TeamSTEPPS-based training involving four student professions.
The purpose of this paper is to provoke thought in the pharmacy academy about the critical and comprehensive need to address professionalism. Several forces are driving the need for this conversation: the movement toward pharmaceutical care as the practice standard requires a higher level of professionalism from practitioners; critical issues with regard to current practice that address patient safety, workload, and shortages in our profession; and the sentiment that there has been a decline in the professionalism of our students over the last several years as well as within society in general. This paper will comprehensively review the concept of professionalism, its value to pharmacy practice, challenges to its development, factors necessary to support it, and recommendations to foster it in the academy and in practice. We hope this paper serves as a call to action for administrators, faculty, practitioners, and students to think and discuss critically professionalism in pharmacy education, as well as to stimulate additional work in this important area.
This paper reviews the literature, analyzes current and future practice, develops a list of competencies necessary for future pharmacists, and provides recommendations to pharmacy's academic enterprise regarding curricula of the future. Curricula of the future will center around 3 functional roles for pharmacists: patient-centered care, population-based care, and systems management; and must also foster the development of 5 cross-cutting abilities in student pharmacists: professionalism, self-directed learning, leadership and advocacy, interprofessional collaboration, and cultural competency. Future curricula must be developed in an evidence-based manner, focus less on information storage and retrieval, engage student pharmacists in a variety of highly interactive learning experiences, and expand experiential learning opportunities throughout all years.
The purpose of this paper is to serve as a tool for preceptors to aid in pharmacy students' development of professionalism. Specifically, the article defines professionalism, describes it in the context of contemporary pharmacy practice, discusses the professional socialization process of students, and suggests strategies for preceptors to facilitate improvement in professionalism among students during experiential training. While numerous suggestions are presented, positive role modeling is considered the most important means of improving professionalism among students.
Effective team communication is important in patient safety. We demonstrate positive attitudinal and knowledge effects in a large-scale interprofessional TeamSTEPPS-based training involving four student professions.
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