A comparison of baseline professional attitudes and behaviors among student pharmacists to inform a co-curricular professional engagement program

Thurston, Maria Miller; Augustine, Jill; Bonner, C. Lea

doi:10.1016/j.cptl.2018.04.007

Cited by 7 publications

(14 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While professionalism is recognised as an important quality by professional bodies and higher education providers [11,12], its definition may not be sufficiently clear to practitioners [11], which does not facilitate accurate measurements [13,14]. Definitions and measurements of professionalism in the pharmacy profession have been widely debated in the literature, and finding a holistic definition of professionalism with general acceptance is difficult.…”

Section: Resultsmentioning

confidence: 99%

“…Hammer et al [16] developed this instrument to measure professional behavioural aspects of pharmacy students’ competence during postgraduate training. They developed a 25-item instrument called the BPAI [12] and applied it to 994 student-and-teacher pairs at 17 schools of pharmacy. Exploratory factor analysis identified 4 factors: responsibility, interpersonal relations/social skills, communication skills, and appearance.…”

Section: Resultsmentioning

confidence: 99%

“…Example of the application of the BPAI: Using the BPAI developed by Hammer et al [16], a recent study by Thurston et al [12] in 2018 measured and compared students’ views on professional attitudes and behaviour at a single school of pharmacy. Out of 482 students, a total of 362 first-, second-, and third-year pharmacy students participated in the study, providing a response rate of 75%.…”

Section: Resultsmentioning

confidence: 99%

“…Participants completed the BPAI survey to assess professional behaviours in classes. The results generally showed a substantial difference in views of professionalism among the first-, second-, and third-year students [12].…”

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Definition of professionalism and tools for assessing professionalism in pharmacy practice: a systematic review

Dubbai

Adelstein

Taylor

et al. 2019

J Educ Eval Health Prof

View full text Add to dashboard Cite

Purpose: In contemporary pharmacy, the role of pharmacists has become more multifaceted, as they now handle a wider range of tasks and take more responsibility for providing patient care than 20 years ago. This evolution in pharmacists’ responsibilities has been accompanied by the need for pharmacists to display high-quality patient-centred care and counselling, and to demonstrate professionalism, which now needs to be taught and assessed as part of pharmacy education and practice. This study aimed at identifying definitions of professionalism in pharmacy practice and critically evaluating published instruments for assessing professionalism in pharmacy practice.Methods: We searched the medical literature listed in Scopus, MEDLINE, and PsycINFO databases from 1 January 2000 to 31 December 2018. All papers meeting our selection criteria were reviewed and summarised into a clear review of professionalism requirements in pharmacy practice. Details of the instruments measuring professionalism were reviewed in detail.Results: There is no accepted simple definition of professionalism, although we identified several theoretical and policy frameworks required for professional pharmaceutical practice. We identified 4 instruments (the Behavioural Professionalism Assessment Instrument, Lerkiatbundit’s instrument, the Pharmacy Professionalism Instrument, and the Professionalism Assessment Tool that build on these frameworks and measure professional practice in pharmacy students. These were found to be reliable and valid, but had only been used and tested in student populations.Conclusion: Given the increasingly broad role of community pharmacists, there is a need for assessments of professionalism in practice. Professionalism is a complex concept that is challenging to measure because it has no standardised definition and the existing literature related to the topic is limited. Currently available instruments focus on measuring the development of the elements of professionalism among pharmacy students, rather than pharmacists.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Definition of professionalism and tools for assessing professionalism in pharmacy practice: a systematic review

Dubbai

Adelstein

Taylor

et al. 2019

J Educ Eval Health Prof

View full text Add to dashboard Cite

show abstract

“…These unstructured activities can be important in the learning process as they can develop and reinforce student learning. [10][11][12][13][14] However, because the ACPE requirements were not prescriptive in nature, it remains to be seen whether the definitions available from higher education literature (and inclusion of previously termed "extracurricular activities") align in a broader sense with the intent of ACPE for cocurriculum to be incorporated into pharmacy programs.…”

Section: Introductionmentioning

confidence: 99%

Co-Curriculum Implementation and Assessment in Accredited Doctor of Pharmacy Programs

Maerten-Rivera

Chen

Augustine

et al. 2020

American Journal of Pharmaceutical Education

Self Cite

View full text Add to dashboard Cite

Objective. To determine how accredited Doctor of Pharmacy programs implement and evaluate the cocurriculum requirement as mandated by the Accreditation Council for Pharmacy Education (ACPE). Methods. A survey was administered to all ACPE-accredited pharmacy programs to collect information regarding how co-curriculum models were being implemented, including types of activities, structure, learning outcomes, oversight, and assessment. The frequency of responses to items were presented to describe the general features of co-curriculum models. Results. The types of co-curricular activities reported by programs were generally consistent, with the majority of programs categorizing these activities and allowing students to choose which they would engage in. Most respondents reported that the program mapped co-curricular activities to learning outcomes, primarily ACPE Standards 1-4. The structural oversight of the co-curriculum typically included a co-curriculum committee, subcommittee, or task force, and supporting offices. The most common offices/departments involved in the co-curriculum were assessment, student affairs/services, experiential education, and academic/curricular affairs. The most common assessments were reflections, selfassessment surveys, and checklists. Conclusion. In most programs, implementation of the co-curriculum was a joint effort among various individuals, committees, and offices. Given the developing nature of programs, descriptive studies should be repeated to identify how programs develop and enhance co-curriculum models. The study results may be useful to members of the Academy when evaluating the current state of co-curriculum implementation and potential areas for program development.

show abstract

Teaching Strategies for Professional Identity Education in Pharmacy: A Scoping Review

Araújo-Neto,

Santos,

Tavares

et al. 2024

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

A comparison of baseline professional attitudes and behaviors among student pharmacists to inform a co-curricular professional engagement program

Cited by 7 publications

References 12 publications

Definition of professionalism and tools for assessing professionalism in pharmacy practice: a systematic review

Definition of professionalism and tools for assessing professionalism in pharmacy practice: a systematic review

Co-Curriculum Implementation and Assessment in Accredited Doctor of Pharmacy Programs

Teaching Strategies for Professional Identity Education in Pharmacy: A Scoping Review

Contact Info

Product

Resources

About