Becoming a pharmacist: Students’ perceptions of their curricular experience and professional identity formation

Noble, Christy; O’Brien, Mia; Coombes, Ian; Shaw, P. Nicholas; Nissen, Lisa; Clavarino, Alexandra

doi:10.1016/j.cptl.2014.02.010

Cited by 76 publications

(114 citation statements)

References 49 publications

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“…11 As Adams and colleagues 15 observe, the challenge is to create or find a framework that will develop an understanding of what it means to be a practicing professional, and to design educational programs that prepare aspiring professionals for the challenges of professional practice.…”

Section: -13mentioning

confidence: 99%

“…A J P E 11 state that there are many opportunities within the pharmacy curriculum for PIF, identifying it as a significant factor in the successful transition from university to the workplace. 11 As Adams and colleagues 15 observe, the challenge is to create or find a framework that will develop an understanding of what it means to be a practicing professional, and to design educational programs that prepare aspiring professionals for the challenges of professional practice.…”

Section: -13mentioning

confidence: 99%

“…2,9 There is limited research considering possible pedagogical approaches to PIF in pharmacy education. 10,11 There is agreement amongst medical, pharmacy and nursing education that concepts around professionalism and professional identity should be introduced in the early stages of a program of study.…”

Section: Introductionmentioning

confidence: 99%

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Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Mylrea

Gupta

Glass

2019

American Journal of Pharmaceutical Education

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Objective. The purpose of this study was to design and evaluate a Professional Identity Program (PIP), based on Self-determination theory (SDT), for commencing pharmacy students.Methods. The PIP, featuring autonomy-supportive teaching approaches, was delivered as ten workshops, integrated into the existing pharmacy course structure over four, thirteen-week semesters (2 years). The program was evaluated using a student satisfaction survey and two previously validated tools, measuring professional identity (MCPIS-9) and motivation to study pharmacy (Pharm-S). Non-parametric statistical techniques were used to analyze group scores before and after the PIP. Baseline data were collected by surveying a cohort of commencing students, who would not receive the PIP.Results. Scores on the motivation-based tool (Pharm-S) increased between the end of the first and second year of participation in the PIP, indicating an increase in student autonomy levels. There was however no change in scores on the professional identity measure (MCPIS-9). This suggests that while student perceived professional identity remains unchanged, the underlying motivation regulators governing identity formation are transitioning to a more autonomous state, which is increasingly intrinsic in nature. Conclusion.Students responded positively to the introduction of the PIP into their program of study. They valued opportunities to engage in activities and discussions relating to professional development and identity formation. The use of SDT-based instruction in professional identity education, facilitated increased autonomy levels in pharmacy students, with the potential to impact positively on their individual professional identity development and future professional practice.

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Section: -13mentioning

confidence: 99%

Section: -13mentioning

confidence: 99%

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Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Mylrea

Gupta

Glass

2019

American Journal of Pharmaceutical Education

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“…48,49 Prior literature in pharmacy has described a dissonance between the professional identities and roles learned in the curricular and experiential context, with the former being idealistic and the latter grounding them. 50 It is understandable that students at this stage of their career may relate more to their future role, and less to their student role. During this transition, colleges and schools can help students discover what will professionally engage them as their roles and environments change from that of a student.…”

Section: A Cycle Of Engagementmentioning

confidence: 99%

Rules of Engagement: The Why, What, and How of Professional Engagement for Pharmacy

Aronson¹,

Janke²

2015

Innov Pharm

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The development of student pharmacists must include inspiring within them a sense of engagement in their profession. This paper provides the rationale for and the potential implications of this concept, as well as an overview of experiences with professional engagement in student pharmacists at one college of pharmacy. Curricular-based experiences and research will be discussed, including the insights gained and suggestions for developing and encouraging professional engagement. Lastly, this article provides future direction for furthering professional engagement on both the conceptual and curricular level. Type: Idea Paper

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“…5 In addition, exact characterization of the pharmacy professional has been in a state of flux as the practice of pharmacy evolves into an era requiring more interaction with patients and, therefore, greater focus on professional skills and attitudes. 21,32 Evetts described the history of attempts to pin down the nature of professionalism in general and noted it is not a fixed construct and would continue to change over time. 33 In its development of "A Global Framework for Quality Assurance of Pharmacy Education," FIP presented the following definition of professionalism: "the ethics, attitudes, values, qualities, conduct, and behaviors that characterize a profession and are expected of its practitioners, and that underpin the trust that the public has in the profession."…”

Section: 29mentioning

confidence: 99%

Professionalization in Pharmacy Education as a Matter of Identity

Mylrea

Gupta

Glass

2015

American Journal of Pharmaceutical Education

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Little research exists on the formation of professional identity in higher education health programs. Such programs may approach the teaching, learning, and assessment of professionalism based upon a suite of attitudes, values, and behaviors considered indicative of a practicing professional. During this transition, professional identity formation can be achieved through student engagement with authentic experiences and interaction with qualified professionals. This paper examines the shift toward identity formation as an essential element of professional education and considers its implications for pharmacy curriculum design.

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Becoming a pharmacist: Students’ perceptions of their curricular experience and professional identity formation

Cited by 76 publications

References 49 publications

Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Rules of Engagement: The Why, What, and How of Professional Engagement for Pharmacy

Professionalization in Pharmacy Education as a Matter of Identity

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