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Kennie-Kaulbach N, Cooley J, Williams C, Riley B, Anksorus H, O'Sullivan TA. How Preceptors Support Pharmacy Learner Professional Identity Formation. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100740. [PMID: 38908435 DOI: 10.1016/j.ajpe.2024.100740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2024] [Revised: 06/03/2024] [Accepted: 06/11/2024] [Indexed: 06/24/2024]
Abstract
OBJECTIVE Pharmacy preceptors play a role in helping learners form professional identities during experiential education. However, it is not clear what specific roles and precepting strategies best foster professional identity formation (PIF). The objective of this study was to explore how preceptors support pharmacy learner PIF. METHODS This qualitative study used an interpretative descriptive approach. Preceptors from 5 experiential education programs were recruited using purposive sampling for individual semistructured interviews. Interviews were recorded, transcribed, coded, and analyzed by thematic analysis. Team members used a reflective and iterative approach for data analysis and generation of themes. RESULTS A total of 22 participants were interviewed from various pharmacy practice settings and precept a range of learners, including introductory pharmacy practice experiences, advanced pharmacy practice experiences, and residents. Four main themes were identified to support pharmacy leaner PIF: making learners part of the practice and team, preparing learners to assume the role of a pharmacist, helping learners navigate emotions during practice experiences, and supporting learners in finding the right fit within the profession. Specific precepting strategies associated with each theme were identified. CONCLUSION Preceptors play an important role in supporting learners in thinking and acting as professionals while also helping navigate emotional experiences that may impact PIF and having conversations to help define learner's future aspirations of the pharmacist they want to become. Strategies identified can inform curricular approaches and preceptor development that intentionally supports PIF.
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Affiliation(s)
| | - Janet Cooley
- University of Arizona, R. Ken Coit College of Pharmacy, Tucson, AZ, USA
| | - Charlene Williams
- University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
| | - Brittany Riley
- Marshall University, Marshall University School of Pharmacy, Huntington, WV, USA
| | - Heidi Anksorus
- University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
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El-Desoky R, Diec S, Truong M, Rosario N. Who am I? Professional Identity Formation in Pharmacy Education Among Learners Underrepresented in Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100748. [PMID: 38944278 DOI: 10.1016/j.ajpe.2024.100748] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 07/10/2023] [Accepted: 06/22/2024] [Indexed: 07/01/2024]
Abstract
Professional identity formation (PIF) throughout the pharmacy curriculum is important for learners to transform from layperson to pharmacist. To be effective, PIF activities need intentional development and support. Professional identity is often seen as the core component of PIF; however, there must be an emphasis on integrating and aligning an individual's personal identity through this process. Moreover, there has been an emphasis on upholding diversity, equity, inclusion, and antiracism efforts in pharmacy practice and education. There is a need to explore experiences of PIF among diverse populations, including learners underrepresented in pharmacy. This commentary explores the differences in PIF among underrepresented learners in health care disciplines and is a call to action to explore evidence-based interventions that are inclusive and tailored to individual learners. This commentary sets a foundation for additional scholarly work and recommendations regarding PIF among underrepresented learners.
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Affiliation(s)
- Rania El-Desoky
- University of Western Australia, Crawley, Western Australia, Australia.
| | - Sandy Diec
- University of Houston College of Pharmacy, Houston, TX, USA
| | - Mabel Truong
- University of Houston College of Pharmacy, Houston, TX, USA
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3
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Briceland LL, Veselov M, Tackes CC, Cerulli J. Health and Wellness Projects Created by Student Pharmacists during Advanced Pharmacy Practice Experiences: Exploring the Impact on Professional Development. PHARMACY 2023; 12:5. [PMID: 38251399 PMCID: PMC10801478 DOI: 10.3390/pharmacy12010005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Revised: 12/19/2023] [Accepted: 12/25/2023] [Indexed: 01/23/2024] Open
Abstract
A curricular expectation of pharmacy educators is to equip students with strategies for the promotion of health and wellness. The impact on student professional development with involvement in such health promotions has been sparsely documented. The specific aim of this project was to explore the impact on student learning and professional development when they create, implement, and reflect upon a Health and Wellness Project (HWP). In 2022-2023, each student completing a Community Advanced Pharmacy Practice Experience created and implemented an HWP with the goal of serving as a "health promoter" (205 projects). A multi-method design of quantitative and qualitative assessment techniques was used to analyze the impact of creating/implementing the HWP on students' learning, with a self-determination theory (SDT) framework utilized to evaluate professional development. Upon review, all projects met the acceptability criteria. Qualitative data analysis from a subset of 48 students identified themes of impact on learning, which included knowledge acquisition, enhancement of communication skills, opportunity for patient-centered interaction, selection of targeted educational strategies, and immersion into the role of health promoter. All three components of SDT were found to support professional development: competence in the field; relatedness to patients and the profession; and autonomy in creating the HWP. Student quotations demonstrated strong professional identity formation as students began to think, act, and feel like pharmacists.
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Affiliation(s)
- Laurie L Briceland
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA
| | - Megan Veselov
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA
| | - Courtney Caimano Tackes
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA
| | - Jennifer Cerulli
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA
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Vyas D, Park SK, Galal SM, Marrs JC, Williams E, Butler L. Using Emotional Intelligence as a Framework for Students' Professional Identity Formation. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100569. [PMID: 37419387 DOI: 10.1016/j.ajpe.2023.100569] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Revised: 06/26/2023] [Accepted: 06/30/2023] [Indexed: 07/09/2023]
Abstract
Emotional intelligence and professional identity formation (PIF) intersect at various levels. Professional identity formation requires acute observation of others in the profession and the ability to decipher intentionality in behaviors. The developing pharmacist must make a deliberate effort to emulate positive norms and values that coincide with those associated with the profession while deliberately ignoring those that are incongruent. To learn from others in the profession, social skills are required, so one can ask questions, determine the best course of action, set goals, grow, and maintain relationships, and ask for help. The ability to manage one's emotions regardless of external circumstances can be valuable for any profession. Self-regulation and self-assessment of one's emotions and motivations can be useful for reevaluating our perspectives and priorities as pharmacists. Emotional intelligence is a critical component of building, demonstrating, and improving PIF. This commentary will provide strategies to facilitate and solidify the connection between the two.
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Affiliation(s)
- Deepti Vyas
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, CA, USA.
| | - Sharon K Park
- Notre Dame of Maryland University, School of Pharmacy, Baltimore, MD, USA
| | - Suzanne M Galal
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, CA, USA
| | - Joel C Marrs
- University of Tennessee Health Science Center, College of Pharmacy, Memphis, TN, USA
| | - Evan Williams
- Roseman University of Health Sciences, College of Pharmacy, Henderson, NV, USA
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Briceland LL, Dudla C, Watson A, Denvir P. Exploring the Impact of a Vicarious Learning Approach on Student Pharmacists' Professional Identity Formation Using a Simulated Pharmacist-Patient Encounter. PHARMACY 2023; 11:177. [PMID: 37987387 PMCID: PMC10661241 DOI: 10.3390/pharmacy11060177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Revised: 10/25/2023] [Accepted: 11/12/2023] [Indexed: 11/22/2023] Open
Abstract
Purposefully developed professional identity formation (PIF) learning activities within the didactic curriculum provide crucial groundwork to complement PIF within authentic settings. The aim of this didactic exercise was to explore the impact upon student pharmacists' PIF after viewing, analyzing, and reflecting upon a simulated pharmacist-patient encounter (PPE). A 12 min role-play video was created, featuring a pharmacist counseling a standardized patient on a new medication regimen; foundational principles of medication safety, health literacy, social determinants of health, empathic communication, and motivational interviewing were included in the counseling, with some aspects intentionally performed well, others in need of improvement. Also included were the patient's varied reactions to the counseling. Students assumed the observer role and learned vicariously through viewing the PPE. Postactivity debriefs included justifying a foundational principle performed well by the pharmacist, and another in need of improvement, and a self-reflection essay expressing the impact of viewing the PPE on their PIF, from which extracts were thematically analyzed for impact. The main themes of the impact included increased awareness of counseling techniques, patient-friendly medical jargon, patient perspectives/empathy, positive and negative pharmacist role-modeling, and the value of the observer role. This PPE exercise enhanced PIF in terms of students thinking, acting, and feeling like a pharmacist, based on students' self-reflections, which most often referenced effective pharmacist-patient communication and enacting optimal patient care.
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Affiliation(s)
- Laurie L. Briceland
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA;
| | | | - Alexandra Watson
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA;
- Community Care Physicians, Latham, NY 12110, USA;
| | - Paul Denvir
- Department of Allied Health Sciences, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA;
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O'Sullivan TA, Allen RA, Bacci JL, O'Sullivan AC. A Qualitative Study of Experiences Contributing to Professional Identity Formation in Recent Pharmacy Graduates. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100070. [PMID: 37852681 DOI: 10.1016/j.ajpe.2023.100070] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/15/2022] [Revised: 12/22/2022] [Accepted: 02/15/2023] [Indexed: 10/20/2023]
Abstract
OBJECTIVE A professional identity has been described as "an individual thinking, acting, and feeling" like a person within the profession. The objective of this study was to learn about professional identity formation (PIF) in recent graduates of a pharmacy program. METHODS In-depth interviews were conducted with students graduating from a doctor of pharmacy degree program. Investigators performed a thematic content analysis of interview transcripts. RESULTS Participants were from community pharmacy practice (4), residencies (4), industry (1), and ambulatory care (1). At the time of the interview, participants were a range of 5-13 months out from graduation. Analysis of the data revealed 4 thematic findings. First, thinking and acting like a pharmacist occurred frequently while in school but feeling like a pharmacist occurred mostly after graduation. Second, feeling like a pharmacist meant participants felt confident in their knowledge base and ability to independently make decisions. Third, real-world practice is critical to PIF, particularly through interactions with patients. Finally, feedback, mentoring, and reflection support PIF and can aid in reconciling the tensions between concepts taught in school and experiences in practice. CONCLUSIONS In this qualitative analysis of data about PIF obtained from recent graduates from a pharmacy school, we found that thinking and acting like a pharmacist preceded feeling like a pharmacist; feeling like a pharmacist involved confidence in the ability to work autonomously; feedback, mentoring, and reflection on experiences supported PIF; and real-world experiences were critical to PIF.
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Affiliation(s)
| | - Rachel A Allen
- University of Washington School of Pharmacy, Seattle, WA, USA
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Tenerelli P, Cervania PJT, Dhillon E, Romero A, Tenerelli K, Thai T, Bandy J. Impact of Experiential Education on the Intersectionality of Pharmacy Student Personal and Professional Identity Formation. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100126. [PMID: 37852682 DOI: 10.1016/j.ajpe.2023.100126] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 03/25/2023] [Accepted: 04/18/2023] [Indexed: 10/20/2023]
Abstract
OBJECTIVE The objective of this review was to summarize evidence relating to the impact of experiential education on the development of professional identity formation (PIF) and determine areas for future research and development to improve the integration of a professional identity within the student's unique personal identity within experiential education programs. METHODS A systematic scoping review was conducted using the systematic evidence-based approach following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Articles published between 2012 and 2022 related to the development of PIF in relation to the experiential experience were researched using PubMed, MEDLINE, ScienceDirect, Eric, and JSTOR (search engines) to find relevant articles. RESULTS A total of 986 articles were identified from the literature search. After undergoing an exclusion criterion, the total number of articles was reduced to 23 to be included in this review. Following the full-text review of the 23 articles, the authors identified common themes or domains and key findings relating to PIF and pharmacy experiential education. Articles were then assigned to 1 or more of the following domains: Experiential Education and PIF, Experiential Education and Professional Socialization, and Factors that influence PIF. CONCLUSION This review found that professional identity is highly impacted by experiential education and that pharmacy students cannot rely on didactic teaching alone but need to be exposed to authentic practice settings early within their curriculum by means of experiential education.
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Affiliation(s)
- Peter Tenerelli
- California Northstate University College of Pharmacy, Elk Grove, CA, USA
| | | | - Ekjot Dhillon
- California Northstate University College of Pharmacy, Elk Grove, CA, USA
| | - Alexia Romero
- California Northstate University College of Pharmacy, Elk Grove, CA, USA
| | - Krista Tenerelli
- California Northstate University College of Medicine, Elk Grove, CA, USA
| | - Thuong Thai
- California Northstate University College of Pharmacy, Elk Grove, CA, USA
| | - Jason Bandy
- California Northstate University College of Pharmacy, Elk Grove, CA, USA.
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Btaiche IF, Mansour H. Emotional intelligence and professional identity formation in pharmacy education. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:775-778. [PMID: 37541946 DOI: 10.1016/j.cptl.2023.07.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2022] [Revised: 07/10/2023] [Accepted: 07/27/2023] [Indexed: 08/06/2023]
Abstract
INTRODUCTION Considering the various professional roles of pharmacists, pharmacy students and pharmacists have had difficulty identifying with a clear professional identity. Thereby there is a need for a professional identity formation (PIF) that conveys a consistent message about the role and value of pharmacists. Having a clear professional identity may also be a driver to advance the pharmacy profession. While achieving PIF is a challenging path, one element that conceivably contributes to PIF is emotional intelligence (EI). EI is acquired through life experiences and relates to personal and social awareness and the management of emotions and relationships. EI is critical for personal and professional success. PERSPECTIVE Pharmacy students are exposed to different pharmacists' professional identities. This faces them with challenges as they try to incorporate their roles and expectations into practice. Integrating the core elements of EI into pharmacy education through a variety of teaching and learning methods is essential in the PIF of pharmacy students. PIF will enable pharmacy students to better associate with the profession by "thinking, acting, and feeling like a pharmacist." IMPLICATIONS Both EI and PIF need to be integrated in pharmacy curricula. However, there is paucity of literature on how to best develop, integrate and assess EI and PIF. Therefore, a collaborative comprehensive approach by the pharmacy profession is necessary to that end.
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Affiliation(s)
- Imad F Btaiche
- Pharmacy Practice Department, School of Pharmacy, Lebanese American University, Lebanon, Byblos campus, P.O. Box 36, Lebanon.
| | - Hanine Mansour
- Pharmacy Practice Department, School of Pharmacy, Lebanese American University, Lebanon, Byblos campus, P.O. Box 36, Lebanon.
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Clubbs BH, Banares L, Desselle SP, Malewski D, Wasem V, Canedo J, Carpio S, Kali-Rai R. Part-Time and Cofunded Pharmacy Faculty and Their Perceptions of Professional and Organizational Identity Formation. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100102. [PMID: 37380259 DOI: 10.1016/j.ajpe.2023.100102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Revised: 10/18/2022] [Accepted: 10/21/2022] [Indexed: 06/30/2023]
Abstract
OBJECTIVE To gain a better understanding of professional and organizational identity formation and workplace climate issues among part-time and cofunded pharmacy faculty. METHODS This study had a cross-sectional, prospective design using a semistructured interview guide developed by the researchers of this study. The interview guide drew themes from motivating language theory, social provisions, and previous research on professional identity. Pharmacy faculty with varying part-time and cofunded appointments, representing a cross section of demographic characteristics, and working in different types of practice sites and institutions, were invited to participate. RESULTS Data saturation was reached at 14 participants. Participants had a variety of professional roles, namely teaching and precepting, as well as clinical, research, service, and administrative responsibilities. Three general themes emerged: (1) the struggle with having multiple aspects of professional identity, (2) facing the perception that academia is a "lifestyle" that not all faculty can fully participate, and (3) the need for properly constructed and tailored communication from peers and supervisors. CONCLUSION A key component to mitigating the struggle with multiple aspects of professional identity and the feeling that part-time and cofunded faculty cannot fully participate in the academic lifestyle seemed to be informed, empathetic, inclusive, and tailored communication from supervisors.
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Affiliation(s)
- Brooke Hildebrand Clubbs
- Southeast Missouri State University, College of Education, Health, and Human Studies, Cape Girardeau, MO, USA
| | - Linda Banares
- Touro University California College of Pharmacy, Vallejo, CA, USA.
| | - Shane P Desselle
- Touro University California College of Pharmacy, Vallejo, CA, USA
| | - David Malewski
- Touro University California College of Pharmacy, Vallejo, CA, USA
| | - Valerie Wasem
- Touro University California College of Pharmacy, Vallejo, CA, USA
| | - Joanne Canedo
- University of Mississippi, Department of Pharmacy Administration, Oxford, MS, USA
| | - Sarah Carpio
- Touro University California College of Pharmacy, Vallejo, CA, USA
| | - Ranjit Kali-Rai
- Touro University California College of Pharmacy, Vallejo, CA, USA; University of the Pacific, Stockton, CA, US
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Mill D, Page AT, Johnson J, Lloyd R, Salter S, Lee K, Seubert L, Clifford RM, D'Lima D. Behaviours that contribute to pharmacist professionalism: a scoping review. BMJ Open 2023; 13:e070265. [PMID: 37369416 PMCID: PMC10410845 DOI: 10.1136/bmjopen-2022-070265] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Accepted: 06/14/2023] [Indexed: 06/29/2023] Open
Abstract
OBJECTIVES Clearly understanding and describing professional behaviours of pharmacists allows the profession, researchers and policy-makers to observe and monitor the professionalism of pharmacists, and design interventions to improve it where needed. The primary objective of this review was to identify which behaviours are discussed to contribute to professionalism in registered pharmacists in peer-reviewed literature. The secondary objective was to review the identified behaviours using a behavioural specification framework to understand how they are expressed. DESIGN A scoping literature review was conducted. DATA SOURCES An electronic database search of Scopus, Embase, PsycINFO, PsychArticles, Emcare and Medline limited to articles published in English from 1 January 2000 to 21 October 2022 was conducted. ELIGIBILITY CRITERIA Eligible articles contributed behaviourally relevant content with reference to registered pharmacists' professionalism. DATA EXTRACTION AND SYNTHESIS Extracted behaviourally relevant content was subject to researcher's familiarisation, then deductive coding to one of two overarching definitions of technical or non-technical behaviour. Data were then inductively coded through assignment of a descriptive code to identify categories of professional behaviour within these two overarching types of behaviour. RESULTS Seven articles were identified and included in the final analysis. From the extracted behaviourally relevant content, 18 categories of behaviours were identified. All articles identified behaviours in categories titled 'establishes effective relationships' and 'complies with regulations codes and operating procedures'. Identified behaviours were often broadly described and merged with descriptions of influences on them and broader outcomes that they contribute to. CONCLUSIONS Behaviours described to contribute to pharmacists' professionalism in the literature are broad and non-specific.
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Affiliation(s)
- Deanna Mill
- School of Allied Health, The University of Western Australia, Crawley, Western Australia, Australia
| | - Amy Theresa Page
- School of Allied Health, The University of Western Australia, Crawley, Western Australia, Australia
| | - Jacinta Johnson
- Clinical and Health Sciences, University of South Australia, Adelaide, South Australia, Australia
- SA Pharmacy, SA Health, Adelaide, South Australia, Australia
| | - Renae Lloyd
- SA Pharmacy, SA Health, Adelaide, South Australia, Australia
| | - Sandra Salter
- School of Allied Health, The University of Western Australia, Crawley, Western Australia, Australia
| | - Kenneth Lee
- School of Allied Health, The University of Western Australia, Crawley, Western Australia, Australia
| | - Liza Seubert
- School of Allied Health, The University of Western Australia, Crawley, Western Australia, Australia
| | - Rhonda Marise Clifford
- School of Allied Health, The University of Western Australia, Crawley, Western Australia, Australia
| | - Danielle D'Lima
- Centre for Behaviour Change, Department of Clinical, Educational and Health Psychology, University College London, London, UK
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Desselle SP, Clubbs BH, Darbishire PL. Motivating Language and Social Provisions in the Inculcation of Pharmacy Students' Professional Identity. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100010. [PMID: 37316120 DOI: 10.1016/j.ajpe.2022.11.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 10/27/2022] [Accepted: 11/16/2022] [Indexed: 06/16/2023]
Abstract
Professional identity formation in pharmacy students is a multifaceted, dynamic process stimulated through a variety of experiences, including those in structured classrooms, laboratories, experiential settings, and during interprofessional education. Meaningful faculty communications with students are a critical element in the development process.This commentary situates research findings from studies on communication practices within the frameworks of motivating language theory and social provisions theory to demonstrate how specific language from instructors can impact the formation of students' professional identity. Our objective is to review and extrapolate findings from professional pharmacy literature on communication, as well as literature from outside the profession, to demonstrate how specific strategies can aid in the development and reinforcement of pharmacy students' professional identity. Clear, specific, tailored, empathetic communication by instructors during pharmacy student training promotes students' ability to think, act, and feel like valued contributors during the provision of patient care and interprofessional experiences.
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12
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Kennie-Kaulbach N, Gormley H, Davies H, Whelan AM, Framp H, Price S, Janke KK. Indicators, influences, and changes in professional identity formation in early experiential learning in community pharmacy. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:S1877-1297(23)00078-3. [PMID: 37121867 DOI: 10.1016/j.cptl.2023.04.012] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Revised: 02/17/2023] [Accepted: 04/17/2023] [Indexed: 06/02/2023]
Abstract
BACKGROUND Experiential education is a key area in the pharmacy curriculum that professional identity formation (PIF) occurs. However, little is known about PIF influences and supports for pharmacy students during early experiential placements. The study aimed to explore pharmacy student PIF in an early experiential rotation in community pharmacy using reflective writing. EDUCATIONAL ACTIVITY AND SETTING First-year pharmacy students completed written reflections describing their professional identity and influencing experiences, before and after a four-week community introductory pharmacy practice experience. Qualitative content analysis of the written reflections was performed using three analytical approaches: (1) deductive coding based on professional identity indicators; (2) inductive coding to identify influences; and (3) inductive coding of field notes to identify changes between pre- and post-written reflections. FINDINGS Twelve students participated. All participants described discrete professional attributes and behaviors and valuing a patient-centered approach as part of their professional identity. Participants reported observation of pharmacists, the curriculum, and previous work experience influenced PIF prior to the experiential rotation. A strong influencer of PIF during the rotation was observation of pharmacist preceptors, whereas participants' own experiences were described less often. Changes in professional identity among participants were subtle and categorized as affirmation, acquisition, and growth. SUMMARY Pharmacy students' markers and influencers of PIF should be considered when developing curricular experiences and preceptor development that support PIF. The use of professional identity indicators and analysis of written reflections as a method to uncover PIF, shows promise and warrants further investigation.
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Affiliation(s)
- Natalie Kennie-Kaulbach
- College of Pharmacy, Faculty of Health, Dalhousie University, 5968 College Street, P.O. Box 15000, Halifax, Nova Scotia B3H 4R2, Canada.
| | - Hannah Gormley
- College of Pharmacy, Faculty of Health, Dalhousie University, 5968 College Street, P.O. Box 15000, Halifax, Nova Scotia B3H 4R2, Canada.
| | - Harriet Davies
- College of Pharmacy, Faculty of Health, Dalhousie University, 5968 College Street, P.O. Box 15000, Halifax, Nova Scotia B3H 4R2, Canada.
| | - Anne Marie Whelan
- College of Pharmacy, Faculty of Health, Dalhousie University, 5968 College Street, P.O. Box 15000, Halifax, Nova Scotia B3H 4R2, Canada.
| | - Heidi Framp
- College of Pharmacy, Faculty of Health, Dalhousie University, 5968 College Street, P.O. Box 15000, Halifax, Nova Scotia B3H 4R2, Canada.
| | - Sheri Price
- Faculty of Health, School of Nursing, Dalhousie University, 5869 University Avenue, P.O. Box 15000, Halifax, Nova Scotia B3H 4R2, Canada.
| | - Kristin K Janke
- University of Minnesota College of Pharmacy, 7-159 Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455, United States.
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Guidry CM, Jackson BT, Hawkins WA. Layered learning: Eight precepting strategies for the new attending pharmacist. Am J Health Syst Pharm 2023; 80:407-411. [PMID: 36571285 DOI: 10.1093/ajhp/zxac382] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Indexed: 12/27/2022] Open
Affiliation(s)
- Corey M Guidry
- Department of Pharmacy: Clinical and Administrative Sciences University of Oklahoma College of Pharmacy Oklahoma City, OK, USA
| | | | - W Anthony Hawkins
- Department of Clinical and Administrative Pharmacy University of Georgia College of Pharmacy Albany, GA, USA
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14
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Johnson JL, Arif S, Bloom TJ, Isaacs AN, Moseley LE, Janke KK. Preparing Pharmacy Educators as Expedition Guides to Support Professional Identity Formation in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe8944. [PMID: 35121571 PMCID: PMC10159609 DOI: 10.5688/ajpe8944] [Citation(s) in RCA: 19] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Accepted: 02/01/2022] [Indexed: 05/06/2023]
Abstract
Objective. To provide an educator-friendly travel guide for supporting pharmacy students' lifelong journey to professional identity formation.Findings. In contrast to professionalism, which has emphasized externally visible behaviors, professional identity focuses on the internalization of the attitudes, standards, and behavioral norms of a profession, such that one "thinks, acts, and feels" like a member of that profession. Identity, whether personal or professional, is continuously developed in part during interactions with others and in response to internal and external feedback on those interactions. Educators play a critical role in helping students navigate the "provocative moments" (eg, transitions, dissonance) that accompany identity formation. To help educators travel with purpose, several identity formation theories suggest means of creating learning experiences and supporting the development of a professional identity. Additionally, guidebooks for the trip (ie, published literature) provide examples of didactic and experiential teaching approaches that can be used to promote professional identity formation. While further exploration and research are necessary, traveling this journey with colleagues can help members of the Academy succeed in sustainably and effectively infusing intentional professional identity formation within pharmacy education and training.Summary. There are myriad ways for educators to develop and support professional identity formation, which can present a challenge when defining the role that educators play in this complex, dynamic process. Educators must understand the reasoning behind various approaches and the common dialogue used to engage and support learners as their expedition guides on the lifelong journey to professional identity formation.
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Affiliation(s)
| | - Sally Arif
- Midwestern University, College of Pharmacy-Downers Grove, Downers Grove, Illinois
| | - Timothy J Bloom
- Shenandoah University, Bernard J. Dunn School of Pharmacy, Winchester, Virginia
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Alex N Isaacs
- Purdue University, College of Pharmacy, West Lafayette, Indiana
| | | | - Kristin K Janke
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
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Briceland LL, Martinez T. Exploring the Impact of Reflecting upon Pharmacy Experts' Written Career Guidance on Student Professional Identity Formation. Innov Pharm 2022; 13:10.24926/iip.v13i3.4778. [PMID: 36627903 PMCID: PMC9815870 DOI: 10.24926/iip.v13i3.4778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023] Open
Abstract
Study Objective: To explore the impact of reading and critically reflecting upon professional development guidance provided by pharmacy experts upon student professional identity formation (PIF). Methods: Fifteen second professional year student pharmacists completed an elective course assignment to read 20 published personal letters from Letters to a Young Pharmacist, in which pharmacy experts offer career and life guidance to novice or student pharmacists. From those, each student selected four letters and for each composed a 500 to 600-word critical reflection describing the impact of the letter, yielding 60 reflections for thematic analysis. Each author individually analyzed and coded de-identified reflections for up to 3 types of impact. Data were then grouped for similarity and collapsed into themes; overarching evidence of transformative thinking and "eye-opening" were also coded. Results: Of 60 reflections, 160 types of impact were identified, and were grouped into five themes. Most often, students described an impact from Personal Growth (41.3%), followed by Professional Growth (16.9%), Forging Relationships (16.2%), Making an Impact (15%) and Morality (10.6%). "Eye-opening" and "transformative thinking" was evidenced in 21 of 60 (35%) and 53 of 60 (88.3%) reflections, respectively. Conclusions: Student pharmacists experienced growth in PIF by reflecting upon published excerpts from pharmacy experts, as demonstrated by coding for impact and transformative thinking. This novel method of students' critically reflecting upon expert's readings, followed by instructor feedback to reinforce the learning, offers a streamlined and easily implemented modality to enable students PIF development during their didactic curriculum.
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Affiliation(s)
- Laurie L. Briceland
- Albany College of Pharmacy and Health Sciences, Albany, NY;,Corresponding author: Laurie L. Briceland, PharmD Albany College of Pharmacy and Health Sciences, Albany, NY
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16
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Arnoldi J, Kempland M, Newman K. Assessing student reflections of significant professional identity experiences. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1478-1486. [PMID: 36402690 DOI: 10.1016/j.cptl.2022.10.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Revised: 08/12/2022] [Accepted: 10/23/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Professional identity formation (PIF) is an essential component of pharmacy education. A student-focused holistic approach can be introduced through exposure to a variety of curricular and co-curricular activities. It is essential for students to not only participate in these activities but also to reflect on their actions and thoughts about those activities. The objective of this study was to better understand the experiences students identify as significant in their PIF. METHODS A mixed methods approach with qualitative thematic analysis was conducted for first-year (P1) and second-year (P2) student pharmacist end-of-year reflections to understand the types and impact of various experiences on PIF. Students identified which experience was most impactful; additional analysis based on this identification was conducted. RESULTS A review of 151 student reflections led to coding and analysis of 453 experiences. Co-curricular experiences were identified most frequently in both P1 and P2 groups (59.8% and 56.4%, respectively). Curricular experiences were more likely to be mentioned by P1 students than P2 students (28.8% vs. 9.8%, P < .001). P2 students were more likely to identify experiential rotations (17.9% vs. 6.4%, P < .001) or work (13.7% vs. 9.1, P < .001). Other experiences were cited less frequently but were ranked as most impactful by students. Students often identified experiences that allowed them to apply skills and knowledge and opportunities to attend seminars and lectures. CONCLUSIONS When reflecting on experiences and their impact on PIF, student pharmacists discussed a variety of experiences but identified co-curricular opportunities most frequently as impactful.
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Affiliation(s)
- Jennifer Arnoldi
- Southern Illinois University Edwardsville School of Pharmacy, 200 University Park Dr, Campus Box 2000, Edwardsville, IL 62026-2000, United States.
| | - Monica Kempland
- Southern Illinois University Edwardsville School of Pharmacy, 200 University Park Dr, Campus Box 2000, Edwardsville, IL 62026-2000, United States.
| | - Kate Newman
- Southern Illinois University Edwardsville School of Pharmacy, 200 University Park Dr, Campus Box 2000, Edwardsville, IL 62026-2000, United States.
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17
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Zarei M, Yazdani S, Hosseini F, Sandars J. Crossroads experiences for promoting self-authorship of clinical medical students: A qualitative survey. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:342. [PMID: 36568016 PMCID: PMC9768711 DOI: 10.4103/jehp.jehp_1703_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/23/2021] [Accepted: 01/11/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND The capacity of self-authoring one's own beliefs, identity, and relationships is core to many expected outcomes of future health-care professionals. Students' personal and professional development for self-authorship can be promoted by the variety of developmentally effective "crossroads" experiences that they encounter. Identifying the characteristics of the crossroads experiences in clinical rotations can provide a foundation for medical educators to provide an environment that can foster self-authorship. MATERIALS AND METHODS A cross-sectional qualitative survey was conducted using a researcher developed semi-structured questionnaire which had three open questions and asked medical interns to describe their internship experiences that stimulated their thinking along the self-authorship dimensions of identity, relationships, and ways of knowledge acquisition. Data were analyzed using Braun and Clarkes' thematic analysis method. RESULTS The survey was completed by 167 medical interns (response rate: 83%). The key features of significant crossroads experiences and their effects were created into six themes: Experiences by being respected and validated; experiences by involvement in patient management; experiences by participation in interactive learning environments; experiences by participation in authentic clinical work environments; experiences by the observation of professional behaviors; experiences through the uniqueness of different specialties. CONCLUSION Authentic experiences of patient management in the real world of clinical settings with a high interactive environment have the potential to promote interns' self-authorship development. Educators can support learners by respecting and validating their capacities and by role modeling of professional behaviors.
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Affiliation(s)
- Mehrnaz Zarei
- PhD Candidate of Medical Education, Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Shahram Yazdani
- PhD Candidate of Medical Education, Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Fakhrolsadat Hosseini
- PhD Candidate of Medical Education, Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - John Sandars
- Edge Hill University Medical School, Faculty of Health, Social Care and Medicine, Edge Hill University, Ormskirk, UK
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18
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Chien J, Axon DR, Cooley J. Student pharmacists' perceptions of their professional identity. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:712-719. [PMID: 35809900 DOI: 10.1016/j.cptl.2022.06.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2021] [Revised: 03/01/2022] [Accepted: 06/09/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Professional identity describes the internal feeling of belonging to a community, such that someone "thinks, feels, and acts" like a member of a profession. Clear professional identity formation can improve the transition from school to work. However, there is limited knowledge about student pharmacists' perceptions of their professional identity. This research aimed to identify and compare student pharmacists' perceptions of their professional identity and to compare those perceptions across class cohorts. METHODS Data were collected using an online questionnaire that incorporated professional identity labels drawn from previous research. The questionnaire was administered over four weeks to all student pharmacists at one United States pharmacy school. Data were analyzed using chi-square tests. RESULTS One hundred sixteen responses were received (24% response rate) from the four graduating class years (2020-2023). Respondents were predominantly female (73%), Caucasian (43%), and had obtained at least a bachelor's degree (58%). "Medicine Adviser" was the most frequently selected professional identity (38%). "Business Person" was the least frequently selected professional identity (0%). There was no relationship between professional identities and cohorts of students. CONCLUSIONS Student pharmacists in this study selected multiple professional identities, suggesting pharmacy students and the profession have yet to consolidate their own identity. There was no relationship between student pharmacists' professional identity selections and cohort, suggesting that professional identity formation did not change as a result of moving through the didactic curriculum. Additional training, curricular modification, and faculty support may be warranted to support student pharmacists with their professional identity development.
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Affiliation(s)
- Jonathan Chien
- University of Arizona College of Pharmacy, 1295 N Martin Ave, PO Box 210202, Tucson, AZ 85721, United States.
| | - David R Axon
- University of Arizona College of Pharmacy, 1295 N Martin Ave, PO Box 210202, Tucson, AZ 85721, United States.
| | - Janet Cooley
- University of Arizona College of Pharmacy, 1295 N Martin Ave, PO Box 210202, Tucson, AZ 85721, United States.
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19
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Briceland LL, Caimano Tackes C, Veselov M. A structured
self‐reflection
approach to improve reflection quality and assessment of advanced pharmacy practice experience professionalization. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2021. [DOI: 10.1002/jac5.1581] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Laurie L. Briceland
- Pharmacy Practice Department Albany College of Pharmacy and Health Sciences Albany New York USA
| | - Courtney Caimano Tackes
- Pharmacy Practice Department Albany College of Pharmacy and Health Sciences Albany New York USA
| | - Megan Veselov
- Pharmacy Practice Department Albany College of Pharmacy and Health Sciences Albany New York USA
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20
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Janke KK, Bloom TJ, Boyce EG, Johnson JL, Kopacek K, O'Sullivan TA, Petrelli HMW, Steeb DR, Ross LJ. A Pathway to Professional Identity Formation: Report of the 2020-2021 AACP Student Affairs Standing Committee. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8714. [PMID: 34301578 PMCID: PMC8715968 DOI: 10.5688/ajpe8714] [Citation(s) in RCA: 47] [Impact Index Per Article: 15.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
EXECUTIVE SUMMARY Professional identity formation (PIF) involves internalizing and demonstrating the behavioral norms, standards, and values of a professional community, such that one comes to "think, act and feel" like a member of that community. Professional identity influences how a professional perceives, explains, presents and conducts themselves. This report of the 2020-2021 AACP Student Affairs Standing Committee (SAC) describes the benefits of a strong professional identity, including its importance in advancing practice transformation. Responding to a recommendation from the 2019-2020 SAC, this report presents an illustrative and interpretative schema as an initial step towards describing a pharmacist's identity. However, the profession must further elucidate a universal and distinctive pharmacist identity, in order to better support pharmacists and learners in explaining and presenting the pharmacist's scope of practice and opportunities for practice change. Additionally, the report outlines recommendations for integrating intentional professional identity formation within professional curricula at colleges and schools of pharmacy. Although there is no standardized, single way to facilitate PIF in students, the report explores possibilities for meeting the student support and faculty development needs of an emerging new emphasis on PIF within the Academy.
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Affiliation(s)
- Kristin K Janke
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
| | - Timothy J Bloom
- Shenandoah University, Bernard J. Dunn School of Pharmacy, Winchester, Virginia
| | - Eric G Boyce
- University of the Pacific, Thomas J. Long School of Pharmacy, Stockton, California
| | | | - Karen Kopacek
- University of Wisconsin-Madison, School of Pharmacy, Madison, Wisconsin
| | | | | | - David R Steeb
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Libby J Ross
- American Association of Colleges of Pharmacy, Arlington, Virginia
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21
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Esmalipour R, Salary P, Shojaei A. Trust-building in the Pharmacist-patient Relationship: A Qualitative Study. IRANIAN JOURNAL OF PHARMACEUTICAL RESEARCH : IJPR 2021; 20:20-30. [PMID: 34903966 PMCID: PMC8653675 DOI: 10.22037/ijpr.2020.114113.14675] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
A key element in therapeutic communication is trust and it needs to be created and maintained between health care providers and recipients reciprocally. This study aimed to identify the factors that can enhance and improve trust between pharmacists and patients. This study was a qualitative study consisting of an in-depth semi-structured interview followed by a focus group discussion. In the first phase of the study, a semi-structured open-ended interview was conducted with patients, pharmacists, and pharmacy technicians. The interview phase was followed by transcribing verbatim and content analysis and a focus group discussion. Finally, 49 items of trust-building factors between the patient and the pharmacists were obtained. A questionnaire was designed and distributed among 80 people for transparency and relevance, similar to the participants. The necessary corrections and changes were made in the items after collecting the answers. The study achieved two main themes; external and internal trust-building factors. Internal factors include the category of the factors related to human resources and managerial factors. Finally, 49 trust-building factors were developed. Internal factors are those factors in which the pharmacist, the pharmacy technician, and the pharmacy's management system play a key role in building trust between pharmacists and patients.
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22
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Welch BE, Arif SA, Bloom TJ, Isaacs AN, Janke KK, Johnson JL, Moseley LE, Ross LJ. Report of the 2019-2020 AACP Student Affairs Standing Committee. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe8198. [PMID: 33149337 PMCID: PMC7596594 DOI: 10.5688/ajpe8198] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
The 2019-2020 Student Affairs Standing Committee addressed charges related to professional identity formation (PIF) in order to set direction and propose action steps consistent with Priority #3.4 of the AACP Strategic Plan, which states "Academic-practice partnerships and pharmacist-involved practice models that lead to the progress of Interprofessional Practice (IPP) are evident and promoted at all colleges and schools of pharmacy." To this end, the committee was charged to 1) outline key elements of PIF, 2) explore the relationship between formal curricular learning activities and co- or extra-curricular activities in supporting PIF, 3) determine the degree to which there is evidence that strong PIF is embedded in student pharmacists' educational experience, and 4) define strategies and draft an action plan for AACP's role in advancing efforts of schools to establish strong PIF in pharmacy graduates. This report describes work of the committee in exploring PIF and provides resources and background information relative to the charges. The committee offers several suggestions and recommendations for both immediate and long-term action by AACP and members to achieve goals related to integrating PIF into pharmacy education. The committee proposes a policy statement relative to the committee charges. Furthermore, the report calls upon the profession to develop a unified identity and incorporate support for PIF into pharmacy education, training, and practice.
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Affiliation(s)
- Beth E Welch
- Western New England University, College of Pharmacy and Health Sciences, Springfield, Massachusetts
| | - Sally A Arif
- Midwestern University, Chicago College of Pharmacy, Downers Grove, Illinois
| | - Timothy J Bloom
- Shenandoah University Bernard J. Dunn School of Pharmacy, Winchester, Virginia
| | - Alex N Isaacs
- Purdue University College of Pharmacy, West Lafayette, Indiana
| | - Kristin K Janke
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | | | | | - Libby J Ross
- American Association of Colleges of Pharmacy, Arlington, Virginia
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23
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Quinn G, Lucas B, Silcock J. Professional Identity Formation in Pharmacy Students During an Early Preregistration Training Placement. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe7804. [PMID: 32934384 PMCID: PMC7473226 DOI: 10.5688/ajpe7804] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Accepted: 12/16/2019] [Indexed: 05/13/2023]
Abstract
Objective. To explore the lived experiences of pharmacy students undertaking an early preregistration training placement in the United Kingdom, particularly with respect to the development of different aspects of their professionalism. Methods. Fourteen students returning from an early preregistration placement (during the third year of their pharmacy degree) were interviewed, using a semi-structured approach. Grounded theory methods were used to analyze the transcripts and a theory was developed. Results. Developing a professional identity was the core process that occurred during the placement. This included four stages: reflection, selection of attributes, professional socialization, and perception of role. As a consequence of developing a professional identity, participants had a strong vision of the kind of pharmacist they wanted to be when qualified. They articulated an increased responsibility as students, and began to see themselves as a "trainee professional." Conclusion. The findings of this study strongly support having an early preregistration period for pharmacy students to develop a sense of professional identity and strengthen their motivation to learn.
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Affiliation(s)
- Gemma Quinn
- University of Bradford, Bradford, United Kingdom
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24
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Koster AS, Mantel-Teeuwisse AK, Woerdenbag HJ, Mulder WMC, Wilffert B, Schalekamp T, Buurma H, Wilting I, Westein MPD. Alignment of CanMEDS-based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands. PHARMACY 2020; 8:pharmacy8030117. [PMID: 32664306 PMCID: PMC7558760 DOI: 10.3390/pharmacy8030117] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2020] [Revised: 06/25/2020] [Accepted: 06/30/2020] [Indexed: 02/05/2023] Open
Abstract
In this article the design of three master programs (MSc in Pharmacy) and two postgraduate specialization programs for community or hospital pharmacist is described. After a preceding BSc in Pharmacy, these programs cover the full pharmacy education capacity for pharmacists in primary and secondary health care in the Netherlands. All programs use the CanMEDS framework, adapted to pharmacy education and specialization, which facilitates the horizontal integration of pharmacists’ professional development with other health care professions in the country. Moreover, it is illustrated that crossing the boundary from formal (university) education to experiential (workplace) education is eased by a gradual change in time spent in these two educational environments and by the use of comparable monitoring, feedback, and authentic assessment instruments. A reflection on the curricula, based on the principles of the Integrative Pedagogy Model and the Self-determination Theory, suggests that the alignment of these educational programs facilitates the development of professional expertise and professional identity of Dutch pharmacists.
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Affiliation(s)
- Andries S. Koster
- Department of Pharmaceutical Science, Utrecht University, David de Wiedgebouw, Universiteitsweg 99, 3584 CG Utrecht, The Netherlands; (A.K.M.-T.); (T.S.); (M.P.D.W.)
- Correspondence: ; Tel.: +31-302537353
| | - Aukje K. Mantel-Teeuwisse
- Department of Pharmaceutical Science, Utrecht University, David de Wiedgebouw, Universiteitsweg 99, 3584 CG Utrecht, The Netherlands; (A.K.M.-T.); (T.S.); (M.P.D.W.)
| | - Herman J. Woerdenbag
- Department of Pharmacy, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, The Netherlands; (H.J.W.); (B.W.)
| | - Wilhelmina M. C. Mulder
- Department of Clinical Pharmacy and Toxicology, Leiden University Medical Center, Albinusdreef 2, 2333 ZA Leiden, The Netherlands;
| | - Bob Wilffert
- Department of Pharmacy, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, The Netherlands; (H.J.W.); (B.W.)
| | - Tom Schalekamp
- Department of Pharmaceutical Science, Utrecht University, David de Wiedgebouw, Universiteitsweg 99, 3584 CG Utrecht, The Netherlands; (A.K.M.-T.); (T.S.); (M.P.D.W.)
| | - Henk Buurma
- Royal Dutch Pharmacists Association (KNMP), Alexanderstraat 11, 2514 JL The Hague, The Netherlands;
| | - Ingeborg Wilting
- Department of Clinical Pharmacy, University Medical Center Utrecht, Heidelberglaan 100, 3584 CX Utrecht, The Netherlands;
| | - Marnix P. D. Westein
- Department of Pharmaceutical Science, Utrecht University, David de Wiedgebouw, Universiteitsweg 99, 3584 CG Utrecht, The Netherlands; (A.K.M.-T.); (T.S.); (M.P.D.W.)
- Royal Dutch Pharmacists Association (KNMP), Alexanderstraat 11, 2514 JL The Hague, The Netherlands;
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O'Sullivan TA, Jefferson CG. A Review of Strategies for Enhancing Clarity and Reader Accessibility of Qualitative Research Results. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7124. [PMID: 32292189 PMCID: PMC7055402 DOI: 10.5688/ajpe7124] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2018] [Accepted: 04/26/2019] [Indexed: 06/11/2023]
Abstract
Objective. To characterize elements of the results section of qualitative research reports that make findings more accessible to readers. Methods. Two analytical methods were used for this review. First, published reviews and textbooks written by experts outlining how to evaluate qualitative research were retrieved and reviewed to identify common elements that enhance clarity of the results section. In the second analysis, the authors analyzed the results sections of a subset of qualitative studies to identify, from a reader's point of view, aspects that enhanced and detracted from communication of the results. Findings. Four elements improve accessibility of the results section for readers of qualitative research reports. Content, the first element, describes what information the reader should look for in the results section. Style of results, the second element, identifies wording choices that improve reader accessibility and understanding. Narrative flow, the third element, describes a results section that flows smoothly and logically. Structural cohesiveness, the final element, outlines effective organization of the results section. Results. While authors take several approaches to the presentation of results in qualitative research reports, some strategies appear to be more common and effective than others. The efficient presentation of results can impact a reader's assessment of the quality and credibility of a study. Identified content and stylistic elements should be considered by authors hoping to make the results of their qualitative research more accessible and comprehensible to readers.
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Mylrea MF, Gupta TS, Glass BD. Design and Evaluation of a Professional Identity Development Program for Pharmacy Students. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6842. [PMID: 31507281 PMCID: PMC6718501 DOI: 10.5688/ajpe6842] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/10/2017] [Accepted: 03/05/2018] [Indexed: 05/16/2023]
Abstract
Objective. To design and evaluate a professional identity program (PIP) based on self-determination theory (SDT) for entering Bachelor of Pharmacy (BPharm) students. Methods. The PIP, which featured autonomy-supportive teaching approaches, was delivered as 10 workshops that were integrated into existing pharmacy courses over the first four semesters (2 years) of the BPharm program. The program was evaluated using a student satisfaction survey and two previously validated tools for measuring professional identity (MCPIS-9) and motivation to study pharmacy (Pharm-S). Nonparametric statistical techniques were used to compare students' scores before and after introducing the PIP. Results. Students responded positively to the introduction of the PIP in the pharmacy program. Based on survey responses, the students valued opportunities to engage in activities and discussions related to professional development and identity formation. Student scores on the motivation-based tool (Pharm-S) increased by the end of the first year of participation in the PIP, indicating an increase in student autonomy levels. There was no change in students' scores on the professional identity measure (MCPIS-9) after the first year. Conclusion. The use of SDT-based instruction in professional identity education resulted in increased levels of autonomy in pharmacy students, indicating a transition to more intrinsic levels of motivation. This has the potential to positively impact student professional identity and future professional practice.
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Affiliation(s)
- Martina F Mylrea
- James Cook University, College of Medicine and Dentistry, Queensland, Australia
| | - Tarun Sen Gupta
- James Cook University, College of Medicine and Dentistry, Queensland, Australia
| | - Beverley D Glass
- James Cook University, College of Medicine and Dentistry, Queensland, Australia
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27
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Noble C, McKauge L, Clavarino A. Pharmacy student professional identity formation: a scoping review. INTEGRATED PHARMACY RESEARCH AND PRACTICE 2019; 8:15-34. [PMID: 30989071 PMCID: PMC6443221 DOI: 10.2147/iprp.s162799] [Citation(s) in RCA: 30] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
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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Affiliation(s)
- Christy Noble
- Allied Health, Clinical Governance, Education and Research, Gold Coast Health, Southport, QLD, Australia,
- School of Medicine, Griffith University, Parkwood, QLD, Australia,
- School of Pharmacy, The University of Queensland, Woolloongabba, QLD, Australia,
| | - Leigh McKauge
- School of Pharmacy, The University of Queensland, Woolloongabba, QLD, Australia,
| | - Alexandra Clavarino
- School of Pharmacy, The University of Queensland, Woolloongabba, QLD, Australia,
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Hazen ACM, de Groot E, de Bont AA, de Vocht S, de Gier JJ, Bouvy ML, de Wit NJ, Zwart DLM. Learning Through Boundary Crossing: Professional Identity Formation of Pharmacists Transitioning to General Practice in the Netherlands. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2018; 93:1531-1538. [PMID: 29465448 DOI: 10.1097/acm.0000000000002180] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
PURPOSE To unravel boundary crossing as it relates to professional identity formation in pharmacists transitioning from a community pharmacy to working as nondispensing clinical pharmacists in general practice, with the aim of optimizing their education. METHOD This was a multiple-case study, including two-stage interviews, peer feedback, and individual reflection, that collected data in 2014-2016 from eight clinical pharmacists working in general practice in the Netherlands. These pharmacists acted-without a workplace role model-as pharmaceutical care providers in general practices during a 15-month training program. In within-case and cross-case analysis, data were collected regarding pharmacists' role development in practice and perceptions of learning processes, and examined through the lens of professional identity formation and boundary crossing. RESULTS Analysis of data collected during and after the training program demonstrated that the clinical pharmacists who applied the learning mechanisms of reflection and transformation developed a patient-care-oriented professional identity. Some clinical pharmacists, who learned mainly through the mechanism of identification, did not integrate the new patient-care-oriented role into their professional identity. They felt that their workplace provided limited opportunities for reflection and transformation. Learning with peers on formal training days was seen as highly valuable for professional identity formation; it counterbalanced the lack of a role model in the workplace. CONCLUSIONS Professional identity formation in the transition from community pharmacist to clinical pharmacist in general practice benefited from reflective, on-the-job training. This permitted transformative, boundary-crossing learning with peers and supported professional identity formation oriented to providing practice-based pharmaceutical care.
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Affiliation(s)
- Ankie C M Hazen
- A.C.M. Hazen is clinical pharmacist and researcher, Department of General Practice, Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Utrecht, the Netherlands. E. de Groot is assistant professor in the learning sciences, Department of General Practice, Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Utrecht, the Netherlands. A.A. de Bont is professor of sociology of innovation in health care, Institute of Health Policy and Management, Erasmus University Rotterdam, Rotterdam, the Netherlands. S. de Vocht is psychologist-supervisor, Department of General Practice, Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Utrecht, the Netherlands. J.J. de Gier is professor of pharmaceutical care, Department of Pharmacotherapy, Epidemiology and Economics, University of Groningen, Groningen, the Netherlands. M.L. Bouvy is professor of pharmaceutical care, Department of Pharmaceutical Sciences, Utrecht University, Utrecht, the Netherlands. N.J. de Wit is professor of general practice, Department of General Practice, Julius Centre for Health Sciences and Primary Care, University Medical Centre Utrecht, Utrecht University, Utrecht, the Netherlands. D.L.M. Zwart is associate professor, Department of General Practice, Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Utrecht, the Netherlands
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