Objectives The objectives of this scoping review were to (a) explore how pharmacists perceive their professional roles and identities and (b) describe factors impacting which professional roles or identities pharmacists embody in different pharmacy practice settings. Methods A scoping review using a deductive approach was undertaken for this study. Systematic searches were conducted in five databases: Ovid MEDLINE, Ovid EMBASE, Ovid PsycINFO, EBSCO Cumulative Index to Nursing and Allied Health and Scopus (Elsevier). Key words searched included pharmacist, identity, professional role and one variations of these. Results were double-blind screened for relevance by two authors. Data extraction was facilitated by the web-based software platform COVIDENCE. Foucauldian critical discourse analysis was used to deconstruct how pharmacists perceive their professional roles and identities. Key findings In total, 21 701 articles were retrieved in the search. Following de-duplication and screening, 23 studies from 11 different countries were included. Five major identity themes were identified: Clinician, Dispenser, Business Person, Patient Counsellor and Physician Supporter. The dispenser identity was the most widespread, but it was viewed by many pharmacists as undesirable. The clinician identity also had a strong presence but was viewed as an identity that pharmacists aspire to embody. Conclusions This scoping review illustrates that pharmacists do not uniformly perceive themselves to be clinicians. A significant gap exists between the profession’s desired identity and that embodied by practicing pharmacists. The resulting dissonance may be a contributing factor to the lack of wide-scale practice change that the profession has been seeking for decades.
The entry-to-practice PharmD program is designed to meet the Association of Faculties of Pharmacy of Canada (AFPC) Educational Outcomes (EOs). We set out to evaluate how assessment strategies in a 'capstone' course align with AFPC EOs, their respective key and enabling competencies, and whether there are a sufficient number of assessments for students to demonstrate achievement of competencies prior to embarking on advanced pharmacy practice experiences. Methods. Each assessment's objectives, content and methods were mapped to key and enabling competencies of each role. The number of enabling competencies mapped represented the extent to which the associated key competency and broader role was assessed. De-identified student performance data were analyzed to identify achievement of competencies despite failed assessments. Results. Of the seven role descriptions, Care Provider, Communicator, and Collaborator were the most comprehensively assessed. Leader-Manager and Health Advocate roles were assessed to a limited extent. The Scholar role was not covered to a great depth across assessments. The Professional role was not represented in most assessments except for the final exam. Students with failed assessments generally had ample opportunity to demonstrate competencies through other assessments. Conclusion.Mapping assessments to AFPC EOs is an essential step to demonstrate direct evidence of achievement of the intended learning outcomes. Our map revealed that there was sufficient overlap in the assessment of most AFPC EOs with a few exceptions. It is important to create multiple opportunities within a course for students to demonstrate achievement of competencies to ensure practice readiness.
The suitability of Teaching and Facilitation Strategies (PDPc) will be able to create effective and fun learning for students in schools where the ability of teachers to plan and implement various PdPc strategies is able to optimize a learning session. PDPc's student -centered strategy can provide opportunities for students to submit opinions, cultivate the attitude of always seeking knowledge and learning throughout life. Student -centered learning that requires the active involvement of students in finding and investigating problems, constructing hypotheses, designing experiments, collecting data as well as drawing conclusions to solve problems can be implemented through game -based learning. While the teacher only acts as a facilitator. This study is a design and development research using the ADDIE Model. Findings show that the implementation of the ADDIE Model in the development of Geobot Game Module makes the development of modules can be carried out systematically and produce modules relevant to the Secondary School Standard Curriculum for Geography form four set by the Ministry of Education Malaysia.
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