Assessment of Pharmacy Student Professionalism Across a Curriculum

Abstract

Objectives. To evaluate changes in professionalism across the curriculum among pharmacy students in different classes. Methods. A professionalism instrument was administered early in the first (P1) year, upon completing the introductory pharmacy practice experiences (IPPE) near the end of the second (P2) year, and upon completing the advanced pharmacy practice experiences (APPE) at the end of the fourth (P4) year. Results. The professionalism scale and its subscales were compared for the 3 time points for the class of 2009. Significant differences were noted in professionalism scores between the P1 and P4 years and for altruism, accountability, and honor/integrity subscale scores for the class of 2009. No significant differences were noted when the scores for 4 P1 classes, and 3 P2 classes were compared.Conclusion. An increase in professionalism scores and altruism, accountability, and honor/integrity scores was demonstrated, providing evidence that the curricular and co-curricular activities in the school of pharmacy helped develop professionalism in the class of 2009 students.

Professional Organizations for Pharmacy Students on Satellite Campuses

“…7,8 Moreover, student organizations are an important component of the student experience, according to the ACPE Standards. 10 Specifically, Standard 4 focuses on personal and professional development with emphasis on four key elements: self-awareness, leadership, innovation and entrepreneurship, and professionalism.…”

“…2,6 Providing an equal educational experience for a student body spread across campuses can be challenging, especially when considering effective strategies to develop pharmacy student organizations. 2 Since cocurricular and extracurricular activities such as participation in student organizations play an important role in the student experience, [7][8][9] it is important to address the challenges that schools face when developing student organizations on satellite campuses. Schools with multiple campuses must demonstrate equivalence of curriculum, faculty members, and student support at distant campuses in order to meet Accreditation Council for Pharmaceutical Education (ACPE) Standards.…”

Design and Implementation of a Professional Development Course Series

“…16,17 All learners are required to complete the PPI, but the survey is anonymous to reduce social desirability bias.…”

Identifying Shared Values for School-Affiliated Student Organizations

“…For students, involvement in student organizations can promote the development of key professional and social skills, provide opportunities for relationship and network building, and create immersion opportunities in pharmacy and health care through activities such as service learning, volunteerism, clinical competitions, patient care projects, and seminars. [1][2][3] Specifically, research suggests that engagement in student organizations can improve altruism, accountability, honor/integrity, organizational skills, and relationship skills in student pharmacists.…”