Report of the AACP Professionalism Task Force, May 2011

Popovich, Nicholas G.; Hammer, Dana P.; Hansen, Dan; Spies, Alan R.; Whalen, Karen; Beardsley, Robert S.; Bell, Hershey S.; Athay, Jennifer

doi:10.5688/ajpe7510s4

Cited by 15 publications

(12 citation statements)

References 3 publications

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“…In addition to the 10 domains of professionalism, the AACP Task Force added an 11th element: punctuality and flexibility [14,18], on the basis that being punctual and flexible is an essential reflection of one’s professional reliability and career values [19].…”

Section: Resultsmentioning

confidence: 99%

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

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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.

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Section: Resultsmentioning

confidence: 99%

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

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show abstract

“…Professionalism is described as "establishing those attitudes and behaviours that serve to preserve patient interest above [physician] self-interest," and "exhibiting values, beliefs and attitudes that put the needs of another above your own needs" (2,3). Widespread literature concludes professionalism to be one of the most challenging competencies to define, teach and evaluate (4-6).…”

Section: Introductionmentioning

confidence: 99%

Ten Questions to be Answered before Incorporating Problem-Based Learning (PBL) into Professionalism Course

Sattar¹

2019

EIMJ

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Professionalism is considered as one of the most inspiring as well as challenging proficiency to teach and evaluate, because of its multifaceted and context-specific nature. This paper defines an orderly and useful escort on how to incorporate the problem-based learning (PBL) as a teaching and assessing modality, within a course of medical professionalism. While answering Harden's 10 questions, course planners shall find this approach doable, allowing them to design and utilising this in an undergraduate medical education context. An enlightening approach, as this will prepare our students to be future professional doctors, equipped with all necessary professionalism attributes, in our fast varying professional environment.

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“…3 This trend in the literature prompted many pharmacy programs to enhance their curricula with more intentional approaches to the professional development of pharmacy students, and in 2011 the American Association of Colleges of Pharmacy (AACP) created a Professionalism Task Force charged with assessing the status of initiatives by colleges and schools to build programming and assess effectiveness in developing student professionalism. 4 In 2015, the Accreditation Council for Pharmacy Education (ACPE) approved Standards 2016, which included the key elements of self-awareness, leadership, innovation and entrepreneurship, and professionalism as Standard 4, "Personal and Professional Development," thus adding an accreditation component to the support for a more defined approach to student professional development in PharmD curricula. 5 In order to understand the challenge of developing our students' professionalism, it is important to understand that the concept of professional socialization, defined by Hammer and colleagues as "the process by which students learn and adopt the values, attitudes, and practice behaviors of a profession," 6 involves a transformation from student to professional.…”

Section: Introductionmentioning

confidence: 99%

Promoting Professional Socialization Within the Experiential Curriculum: Implementation of a High-stakes Professionalism Rubric

Tanzer

Dintzner

2017

American Journal of Pharmaceutical Education

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Objectives. To describe the implementation of a high-stakes rubric to assess student professionalism in introductory and advanced pharmacy practice experiences (IPPEs and APPEs) to promote the professional socialization of students in the doctor of pharmacy (PharmD) program at Western New England University (WNE). Findings. A professionalism rubric was adapted from the literature to assess the professional behavior of students enrolled in experiential courses based on evaluation of the following criteria: appropriate communication skills with patients and providers, appearance and dress code, timeliness, and initiative. The rubric was implemented in the fall semester of 2013 as a high-stakes component of the assessment within all experiential courses. Students were required to meet expectations for each of the four criteria in order to pass the practice experience, independent of their performance in other course components. Students were assessed by their preceptors at the midpoint and end of each practice experience using the appropriate evaluation tool. Each of the IPPE and APPE evaluation tools included the professionalism rubric as a requirement for assessment. Use of the Professionalism Rubric as a high-stakes assessment tool highlighted professionalism as an important component of the program, making expectations explicit to students and providing leverage to preceptors for holding students accountable. Summary. The Office of Experiential Affairs at WNE has raised awareness of the importance of professionalism and promoted the professional socialization of PharmD students with the use of a highstakes professionalism rubric.

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Report of the AACP Professionalism Task Force, May 2011

Cited by 15 publications

References 3 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

Ten Questions to be Answered before Incorporating Problem-Based Learning (PBL) into Professionalism Course

Promoting Professional Socialization Within the Experiential Curriculum: Implementation of a High-stakes Professionalism Rubric

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