Validation of a motivation survey tool for pharmacy students: Exploring a link to professional identity development

Mylrea, Martina; Gupta, Tarun Sen; Glass, Beverley

doi:10.1016/j.cptl.2017.05.014

Cited by 10 publications

(18 citation statements)

References 27 publications

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“…The professional identity survey consisted of a series of demographic questions, and the combined items from the MCPIS-9 28 , the Pharm-S. 29 Demographic results from the two first-year groups (2014 and 2015) are summarized in Table 3 and the scores on the identity/motivation tools in Table 4.…”

Section: A J P E a C C E P T E D D R A F Tmentioning

confidence: 99%

“…29 Responses on the Pharm-S were recorded on a 5-point Likert-type scale ranging from 1=does not correspond at all, to 5=completely corresponds; Questions which related to demographic aspects of the participants were also included. First year students commencing the course in 2014, who would not receive professional identity instruction, were surveyed at 0, 12 and 24 months to provide baseline data, and are referred to as non-PIP students.…”

Section: A J P Ementioning

confidence: 99%

“…29 Adapted from a sports motivation scale, the Pharm-S is designed to assess motivation regulators as they relate to what drives students to pursue the profession of pharmacy. Details of the design and validation of the Pharm-S can be found in an earlier…”

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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: A J P E a C C E P T E D D R A F Tmentioning

confidence: 99%

Section: A J P Ementioning

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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“…Few articles fully integrated identity theory into their enquiries, and this was noted by Mylrea et al32 who argued for the application of self-determination theory44 to assist with understanding how student identities are formed and to inform curriculum reform. The same authors also generated a validated tool to understand links between motivation and professional identity (requires further testing) 61…”

Section: Resultsmentioning

confidence: 99%

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

Noble¹,

McKauge²,

Clavarino³

2019

IPRP

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Purpose Transitioning from being pharmacy students to pharmacists is challenging. Students need to reconcile their professional aspirations and what they have learnt with the realities of practice. A smooth transition can be hampered when they are unable to enact the role they have envisaged or if their expectations are not met. These challenges relate to professional identity. A key challenge for pharmacy educators is how best to support the professional identity formation (PIF) of pharmacy students. To assist with this challenge, we conducted a scoping review to identify factors influencing pharmacy students’ PIF and pedagogical strategies to support PIF. Methods In September 2018, we undertook a scoping review of all contemporary research investigating pharmacy student PIF including all relevant qualitative, quantitative, theoretical, and gray literature. We searched eight databases for the review: MEDLINE, CINAHL, PsycINFO, Embase, Australian Education Index, PubMed, Scopus, and Web of Science. Literature published between January 2008 and September 2018 was reviewed and screened using inclusion/exclusion criteria. The selected articles were charted and thematically analyzed. Results We included 22 articles in the review. Studies generally concurred about the importance of attending to PIF throughout the whole pharmacy curriculum. Yet, those studies reporting on pharmacy students’ professional identities found that students experienced challenges forming their identities. While several curriculum interventions supporting PIF have been implemented, these tended to be one-offs and there was an absence of interventions engaging key stakeholders including placement preceptors, other health professionals, and patients/consumers. Conclusion Supporting the formation of pharmacy students’ professional identity, while recognized as an important goal for pharmacy education, requires further empirical inquiry. Pedagogical practices focused on identity formation including adopting an integrative curricular approach are required.

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“…Цифровое общество продемонстрировало стремительное устаревание привычной системы образования и построения карьеры, ориентированных на получение одной профессии на всю жизнь. Для востребованности на современном рынке труда необходимо следовать модели непрерывного образования, включающей освоение разных профессий и постоянное изменение набора своих компетенций[3], готовность к реализации многовариантных профессиональных сценариев.Успех решения этой задачи зависит от создания эффективных механизмов сопровождения развития, включая совершенствование и поддержку профессионального уровня и сквозных компетенций личности.В научной литературе проблема сопровождения личностно-профессионального развития освещена достаточно широко, хотя в публикациях последних лет акцент делается, прежде всего, на поддержке специалистов, работающих в сферах с высоким уровнем риска профессионального выгорания, таких как учителя и врачи, и профессиональном становлении студентов, часто без учета их личностного развития.Исследователями рассматриваются стратегии профессионального развития[18, 27], модели личностно-профессиональных траекторий и вопросы проектирования профессионального развития[8, 13], потребности в обучении [37], индивидуализация в профессиональном развитии[30]; оценивается роль профессиональных программ и сетевого обучения[6,38], влияние использования данных профессионального развития на успеваемость[26], применение социальных сетей[24]; анализируются методы и способы обучения для развития профессионального опыта и ценностей[6, 20, 28,40], использование коммуникационных и технологических ресурсов в профподдержке специалистов[45], а также профориентация и профдиагностика как методы сопровождения личностно-профессионального развития[5].Наряду с факторами профессионального развития[10,21, 22,23,31, 33, 44] начинают исследоваться личностные и интеллектуальные особенности, а также факторы личностного и профессионального удовлетворения и самореализации[40].Разработка валидных инструментов посвящается оценке профессиональных навыков[7, 9,25,39], профессиональной социализации[14,32] и идентичности[29, 32 34]; диагностике ценностей[11, 12], мотивации профессиональной деятельности[17,32,36] и развития в профессии[16, 22, 43] измерению цифровых навыков, включая критическое мышление, решение проблем, креативность и информационные навыки[42].Интенсивная цифровизация общества с учетом запросов практики и полученных результатов исследований требует комплексного подхода к решению проблемы сопровождения личностно-профессионального развития, включая прогнозирование и построение индивидуа...…”

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Современное Образование: Содержание, Технологии, Качество : I Всероссийская (Национальная) Научно-Практическая Конференция, Уссурийск, 18–20 Мая 2022 Г. : К 65-Летию Образования ФГБОУ ВО Приморская ГСХА : Материалы Конференции

2022

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Сборник материалов посвящен актуальным проблемам современного образования. Содержит результаты научных исследований в области педагогики и психологии высшей профессиональной школы, современных технологий и инновационных процессов в образовании, компетентностного подхода в образовательной деятельности, современных систем оценки качества образования; акту-альным проблемам дистанционного и инклюзивного обучения, а также специфике аграрного обра-зования в современных условиях. Предназначен для работников образовательных и научных учреждений, аспирантов и студентов педагогических и аграрных специальностей, учителей школ, а также для широкого круга читателей.

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Validation of a motivation survey tool for pharmacy students: Exploring a link to professional identity development

Cited by 10 publications

References 27 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

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

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