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

Dubbai, Huda; Adelstein, Barbara‐Ann; Taylor, Silas; Shulruf, Boaz

doi:10.3352/jeehp.2019.16.22

Cited by 26 publications

(27 citation statements)

References 46 publications

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“…Sample size was addressed by the authors of a systematic review of tools for assessing professionalism in pharmacy practice (which included the tool developed by Chisholm et al ). 23 The researchers determined that a sample size of 150 was sufficient but more than 300 was desirable. The four studies considered eligible for review in the analysis ranged in size from 231 to 1,202.…”

Section: Methodsmentioning

confidence: 99%

Perception of Saudi Undergraduate Students Towards Professionalism in Medicine

AlKhater

2021

Sultan Qaboos Univ Med J

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Objectives: Professionalism has garnered immense attention in medical education due to increased societal accountability and focus on excellence in healthcare. However, less attention has been given to identifying attitudes about professionalism in medical students who are the future advocates of the healthcare system. This study aimed to assess perceptions of Saudi undergraduate medical students towards professionalism. Methods: A cross-sectional survey was carried out among 2nd- and 6th-year students of a Saudi medical college in September of 2018. A self-administered professionalism questionnaire was anonymously completed. Students were asked to provide their level of agreement with 18 survey items using a 5-point Likert scale. Results: Overall, 288 students participated in the study (49.3% males and 50.7% females), with a response rate of 90%. The median professionalism score was high (71.0; range: 64-76) regardless of age, gender, or level of education. Similar high scores were noted in the following subscales: Excellence, 20.0 (18, 21); Respect for Others, 17.0 (14, 18); Altruism, 12.0 (10, 13); Duty, 8.0 (7, 9); Accountability, 7.0 (6, 8); and Honor and Integrity, 8.0 (7, 10). No gender differences were observed in the majority of subscales. However, males demonstrated higher scores in the Duty subscale (9.0 vs. 8.0; P = 0.026). Conclusion: Medical students demonstrated high professionalism scores. Future studies are needed to assess the impact of the course curriculum on their level of professionalism over time. Keywords: assessment, curriculum, medical students, professionalism, survey.

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Section: Methodsmentioning

confidence: 99%

Perception of Saudi Undergraduate Students Towards Professionalism in Medicine

AlKhater

2021

Sultan Qaboos Univ Med J

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“…When preceptors specifically mentioned characteristics that are more likely to indicate that a student has assumed the mindset of a health professionaleg, maturity in dealing with clinical situations, proactiveness, motivation to learn, response to feedback -VIM students more often exceeded their expectations. These mixed results may reflect a lack of consensus among pharmacists on the definition of "professional behavior", 48,49 and a range of preceptor expectations about student behaviors and attitudes, which may be based on their past experiences. Further, because it explored preceptor perceptions, this study had limited ability to measure the professional attitudes of students, which are largely internal.…”

Section: Discussionmentioning

confidence: 99%

Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation

Forrester

Lee

Hon

et al. 2023

American Journal of Pharmaceutical Education

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Objective. To explore the perceptions of preceptors about the performance of undergraduate pharmacy students during experiential placements in Australia, before and after curricular transformation. Methods. Twenty-six preceptors who had recently supervised students from the transformed curriculum and the previous curriculum were interviewed, using a semi-structured approach. A directed content analysis approach was used to analyze the transcripts. Results. Preceptors described students from the transformed curriculum as having improved professional skills, behaviors, and attitudes, and an increased ability to perform clinical activities, compared to students of the previous curriculum. Perceptions of the knowledge levels of the two cohorts varied. Preceptors perceived that students in the transformed curriculum had improved clinical knowledge and knowledge application. They expressed less frequently that students in the transformed curriculum had knowledge levels that were below their expectations. Conclusion.The results of this study suggest that curricular transformation with a focus on skill-based and active learning can improve the performance of pharmacy students in terms of their professional behaviors and attitudes, skills, knowledge, and clinical abilities, as perceived by preceptors.

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“…8 Professionalism, like conflict, can be difficult to define, as there is little consensus in the literature. 9 The Canadian Pharmacy Residency Board, for example, requires pharmacy residents to hold high professional ideals, such as being committed to continued learning and improvement, using constructive feedback, exhibiting professional behaviours and relationships, and demonstrating a commitment to excellence. 10 Similar to what was reported by Mamchur and Myrick, 6 preceptors in our study had a more positive outlook on the outcomes of conflict than did learners.…”

Section: Discussionmentioning

confidence: 99%

Conflict between Pharmacy Preceptors and Pharmacy Learners in Experiential Education

Kendrick¹,

Beauchesne²,

Lee³

et al. 2021

CJHP

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Background: The relationship between a preceptor and a learner is complex and can be prone to conflict. The issue of conflict in experiential education has been studied in medicine, nursing, social work, and education; however, conflict between pharmacy preceptors and learners has not been described. Objective: To describe types of conflict between pharmacy preceptors and learners, the outcomes of such conflict, the impacts on the preceptor-learner relationship, and conflict-resolution strategies. Methods: An anonymous electronic survey of pharmacist preceptors and pharmacy residents in British Columbia was conducted. The survey included various types of questions to enrich the quality of responses (e.g., Likert scale, ranking, and requests for comments). Descriptive statistics were used. Results: Forty-nine participants completed the survey from the preceptor’s perspective, 12 from the learner’s perspective, and 4 from both perspectives. Sixty percent of preceptors (32/53) and 75% of learners (12/16) admitted experiencing conflict. Preceptors (n = 27) cited the learner’s professionalism (74%), knowledge/skills (59%), communication issues (59%), personal issues (56%), and punctuality/ attendance (52%) as causes of conflict. Learners, however (n = 12), cited differing expectations (67%), teaching versus learning style preferences (50%), and communication issues (67%) as causes of conflict. The majority of preceptors and learners indicated that conflict had negatively affected the relationship; however, most preceptors (69% [18/26]) and learners (50% [6/12]) agreed or strongly agreed with the statement, “I have generally felt comfortable working with preceptors/learners after a conflict.” More learners than preceptors felt that the learner’s ability to perform was negatively affected by the conflict (92% [11/12] versus 52% [13/25]). Preceptors were more likely to take initiative to resolve conflict. Verbal communication was the method of conflict resolution preferred by both preceptors and learners. Most preceptors and learners indicated that they felt that conflicts were generally resolved. Conclusions: Conflict was common in the pharmacy preceptor-learner relationship. Pharmacy preceptors and learners had different perspectives about the causes and outcomes of conflict. RÉSUMÉ Contexte : La relation entre le précepteur et l’apprenant est complexe et peut entraîner des conflits. Le problème du conflit dans le domaine de l’éducation expérientielle a été étudié en médecine, en infirmerie, en travail social et en éducation; cependant, il n’existe aucune description des conflits entre les précepteurs et les apprenants en pharmacie. Objectif : Décrire les types de conflits entre les précepteurs en pharmacie et les apprenants, les conséquences de tels conflits ainsi que les impacts sur la relation précepteur-apprenant et les stratégies de résolution de conflit. Méthodes : Une enquête électronique anonyme a été menée auprès de précepteurs et de résidents en pharmacie en Colombie-Britannique. L’enquête comprenait diverses questions visant à enrichir la qualité des réponses (p. ex., échelle de Likert, classement et demandes de commentaires). L’étude s’appuie sur des statistiques descriptives. Résultats : Quarante-neuf participants ont répondu à l’enquête en adoptant le point de vue du précepteur, 12 en adoptant celui de l’apprenant et 4 ont adopté le point de vue de l’apprenant et du précepteur. Soixante pour cent des précepteurs (32/53) et 75 % des apprenants (12/16) ont admis traverser des conflits. Les sources de conflits citées par les précepteurs (n = 27) sont le professionnalisme de l’apprenant (74 %), les connaissances et compétences (59 %), les problèmes de communication (59 %), les problèmes personnels (56 %) ainsi que la ponctualité et la présence (52 %). Quant aux apprenants (n = 12), ils ont cité des attentes divergentes (67 %), des préférences de style d’enseignement ou d’apprentissage (50 %) et des problèmes de communication (67 %) comme causes de conflit. La majorité des précepteurs et des apprenants ont indiqué que ces conflits avaient affecté la relation; cependant, la plupart des précepteurs (69 % [18/26]) et des apprenants (50 % [6/12]) étaient d’accord ou fortement d’accord avec l’énoncé suivant : « En général, je me suis senti à l’aise de travailler avec des précepteurs ou des apprenants après un conflit. » Un plus grand nombre d’apprenants que de précepteurs ont perçu que le conflit avait perturbé la capacité de l’apprenant (92 % [11/12] par rapport à 52 % [13/25]). Les précepteurs étaient plus enclins à faire preuve d’initiative pour résoudre le conflit. La communication verbale était la méthode de résolution de conflit préférée des précepteurs et des apprenants. La plupart des précepteurs et des apprenants ont indiqué ressentir que les conflits étaient généralement résolus. Conclusions : Le conflit était répandu dans la relation précepteur et apprenant en pharmacie. Les précepteurs en pharmacie et les apprenants avaient différents points de vue sur les causes et les conséquences de ces conflits.

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

Cited by 26 publications

References 46 publications

Perception of Saudi Undergraduate Students Towards Professionalism in Medicine

Perception of Saudi Undergraduate Students Towards Professionalism in Medicine

Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation

Conflict between Pharmacy Preceptors and Pharmacy Learners in Experiential Education

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