The Evolution of the Professional: A Paradigm*

Sherlock, Basil J.; Morris, Richard T.

doi:10.1111/j.1475-682x.1967.tb00636.x

Cited by 37 publications

(20 citation statements)

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“…The most significant predictor of students' socialization reported in some literature is students' role models -both positive and negative. [41][42][43][44][45][46][47] The importance of mentoring in professional development is also well documented in the literature. 94 The American Society of Health-Systems Pharmacists conducted a series of programs on mentor-protégé relationships at its 2001 Annual Meeting, and AACP published a brochure on mentoring in its Academic Life series.…”

Section: • Professional Practice Environmentsmentioning

confidence: 99%

“…[41][42][43][44][45][46][47] Although professionalism can be considered a product of the professional socialization process, it is important to remember that students can be "negatively" socialized just as easily as they can be "positively" socialized. If students come into a program with values incompatible with those of the profession and the academic program, have negative role models, and learn to practice in an unprofessional environment, there is a high probability that students will neither develop nor exhibit a high level of professionalism until some of those factors are modified.…”

Section: Professional Socializationmentioning

confidence: 99%

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Student Professionalism

Hammer¹,

Berger²,

Beardsley³

et al. 2003

Am J Pharm Educ

128

196

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The purpose of this paper is to provoke thought in the pharmacy academy about the critical and comprehensive need to address professionalism. Several forces are driving the need for this conversation: the movement toward pharmaceutical care as the practice standard requires a higher level of professionalism from practitioners; critical issues with regard to current practice that address patient safety, workload, and shortages in our profession; and the sentiment that there has been a decline in the professionalism of our students over the last several years as well as within society in general. This paper will comprehensively review the concept of professionalism, its value to pharmacy practice, challenges to its development, factors necessary to support it, and recommendations to foster it in the academy and in practice. We hope this paper serves as a call to action for administrators, faculty, practitioners, and students to think and discuss critically professionalism in pharmacy education, as well as to stimulate additional work in this important area.

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Section: • Professional Practice Environmentsmentioning

confidence: 99%

Section: Professional Socializationmentioning

confidence: 99%

Student Professionalism

Hammer¹,

Berger²,

Beardsley³

et al. 2003

Am J Pharm Educ

128

196

View full text Add to dashboard Cite

show abstract

“…''Hidden curricula'' (ie, attitudes and behaviors that are not formally taught) and experiences outside of a formal curriculum also help to socialize students in positive or negative directions. In medicine and nursing, several longitudinal studies identified factors that were most predictive of students' practice behaviors after they concluded their training [14][15][16] :…”

Section: Student Professionalismmentioning

confidence: 99%

Improving Student Professionalism During Experiential Learning

Hammer¹

2006

Am J Pharm Educ

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The purpose of this paper is to serve as a tool for preceptors to aid in pharmacy students' development of professionalism. Specifically, the article defines professionalism, describes it in the context of contemporary pharmacy practice, discusses the professional socialization process of students, and suggests strategies for preceptors to facilitate improvement in professionalism among students during experiential training. While numerous suggestions are presented, positive role modeling is considered the most important means of improving professionalism among students.

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“…It is at this stage that concerns with regard to actual clients, ethical and technical problems, and career plans emerge as important preoccupations." 15 Of course, the key nonlibrary faculty roles are teaching and research; for academic librarians librarianship may be regarded and performed as analogous to those roles. Rather than thinking passively of librarianship as the organizing and retrieving of knowledge, librarians should think of it in dynamic terms: assembling knowledge, creating pathways and gateways to knowledge, and providing introductions to knowledge or to the pathway and gateways.…”

Section: Instruction and Apprenticeshipmentioning

confidence: 99%

“…provides visible and creditable evidence that the individual is a professional in the legal sense of the word." 22 Certification is also intended to contribute to the sense of professional identity that the socialization process is meant to create. Sponsorship works as a continuing influence on professionals after they have graduated through such acts as collaboration or recommendations to colleagues via the old-boy or -girl network.…”

Section: Certification and Sponsorshipmentioning

confidence: 99%