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

Abstract

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.

<p>Pharmacy student professional identity formation: a scoping review</p>

“…There was some homogeneity in the goals and objectives of the programs, and two main themes were identified: 1) developing professional identities; and 2) understanding how pedagogical practices contributed to identity. First, some programs focused on developing students’ pharmacist identities34,54 with some having a specific focus on supporting interprofessional understandings of identity formation 55,56. These programs used a range of learning activities, including workshops, reflective writing, interactions with practicing pharmacists, attending professional meetings, and so on,34,54 to support identity formation.…”

“…The effectiveness of these programs was evaluated in heterogeneous ways. For example, some used assessment data as a measure of student engagement54 or surveys were used to measure students’ satisfaction34 and professional identities using a validated tool informed by self-determination theory 34. On the other hand, the interprofessional programs55,56 used the Readiness for Interprofessional Learning Scale to evaluate their programs and included factors on sense of professional identity 57…”

Experiential Learning in a Gamified Pharmacy Simulation: A Qualitative Exploration Guided by Semantic Analysis

“…The tasks related to medicines provision also appeared to give students feedback on their own management of time, task and workload, and importantly, enabled learning from errors, which is a recognized advantage of simulation [ 40 , 41 , 42 ]. Students having the autonomy to make mistakes, acknowledge their limits and learn from errors is an important aspect of self-determination theory [ 43 , 44 , 45 , 46 ] and aligns with the objectives of simulation [ 47 ] and this gamified simulation in particular.…”

Evaluation of a Multidisciplinary Bachelor Course on Pain with Autonomy-Supportive Teaching Strategies through the Lens of Self-Determination Theory

“…Schutte et al reported satisfaction of autonomy, competence, and relatedness among medical students while following the student-run clinic. Mylrea et al evaluated autonomy and motivation in an identity development program for pharmacy students [ 24 ]. In this program, SDT-based instruction resulted in increased levels of autonomy, thereby stimulating a shift in motivation towards intrinsic motivation.…”