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de Castro Araújo-Neto F, Dosea AS, da Fonseca FL, Tavares TM, Pimentel DMM, Mesquita AR, Lyra-Jr. DPD. Formal leadership perceptions about the autonomy of Pharmacy: a SWOT analysis. EXPLORATORY RESEARCH IN CLINICAL AND SOCIAL PHARMACY 2024; 14:100443. [PMID: 38655194 PMCID: PMC11035047 DOI: 10.1016/j.rcsop.2024.100443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2024] [Revised: 03/16/2024] [Accepted: 04/08/2024] [Indexed: 04/26/2024] Open
Abstract
INTRODUCTION Autonomy is considered a vital principle of professionalism. In recent years, despite important advances, the Pharmacy and pharmacists' autonomy has been questioned due to conflicts that jeopardize the consolidation of this profession in the division of work in health. OBJECTIVE to understand the construct of autonomy based on perceptions of formal leaders associated with professional organizations. METHODS A qualitative study was conducted through interviews with key informants. The data obtained were submitted to content analysis. RESULTS Perceptions about the autonomy in pharmaceutical practice were categorized according to strengths, weaknesses, opportunities, and threats to this construct. CONCLUSION The findings allowed us to understand the autonomy of pharmaceutical practice in Brazil, generate hypotheses about the future of Pharmacy, and build strategies to maintain its occupational status.
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Affiliation(s)
- Fernando de Castro Araújo-Neto
- Graduate Program in Pharmaceutical Sciences. Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
- Health Sciences Graduate Program. Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
- Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
| | - Aline Santana Dosea
- Health Sciences Graduate Program. Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
- Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
| | - Francielly Lima da Fonseca
- Graduate Program in Pharmaceutical Sciences. Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
- Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
| | - Thaís Maria Tavares
- Graduate Program in Pharmaceutical Sciences. Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
- Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
| | | | - Alessandra Rezende Mesquita
- Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
| | - Divaldo Pereira de Lyra-Jr.
- Graduate Program in Pharmaceutical Sciences. Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
- Health Sciences Graduate Program. Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
- Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
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Suzuki S. [Considering Medical Professionalism from the Standpoint of Pharmacy Education]. YAKUGAKU ZASSHI 2024; 144:615-624. [PMID: 38825469 DOI: 10.1248/yakushi.23-00172-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/04/2024]
Abstract
Worldwide interest in teaching medical professionalism has increased drastically over the past two decades and is recognized as an important core competency. It is also essential in pharmacy education. However, there is no single definition of medical professionalism owing to its multifaceted nature, leading to difficulty in understanding it. The foundational concept of professionalism are the social contract and accountability, which describe the relationship between the profession and the society which it serves. Profession must understand expectations from the society, which is trustworthy, assures competence, and devoted to the public good for the contract based on their mutual trust. In "teaching," three basic educational actions ("setting expectations," "providing experiences," and "evaluating outcomes") are required. There are two learning goals of professionalism education: the minimum goal of not doing unprofessional acts and the aspirational goal of pursuing a higher level of interiorized professionalism which leads to the professional identity formation. The true professionals are "reflective practitioners," who have the ability to manage ambiguous problems using their interiorized professionalism in complicated situations. Therefore, reflection is one of the central concepts of professionalism education. The Professionalism Mini-Evaluation Exercise (P-MEX), an observational tool to evaluate medical professionalism, has some favorable aspects; the Japanese version is available and is a guide to specific actions for professionalism through its items, although some cautions must be exercised when using it. Considering that teaching professionalism includes not only formal but informal and hidden curricula, all of the staff in the educational environments should consider professionalism education by understanding professionalism.
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Araújo-Neto FDC, Santos LGD, Tavares TMA, Fonseca FLD, Prado FO, Silva RDOS, Mesquita AR, Lyra DPD. Teaching Strategies for Professional Identity Education in Pharmacy: A Scoping Review. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100597. [PMID: 37805042 DOI: 10.1016/j.ajpe.2023.100597] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 08/08/2023] [Accepted: 09/29/2023] [Indexed: 10/09/2023]
Abstract
OBJECTIVES To characterize which strategies of professional identity formation and professionalism are being used in Pharmacy. FINDINGS We gathered 5004 articles from 5 databases with the descriptors "pharmacy" "professionalism," "professional identity" and their synonyms. The professional identity is a set of values and behaviors common among professionals. Professionalism is the moral compass of these values, used as a strategy to own social authenticity. After excluding duplicate texts, analyzing titles, abstracts, and full articles, 17 studies met the inclusion criteria and presented strategies for the formation of professional identity and professionalism in pharmacy students. We did not find studies with pharmacists. The quality of reports was assessed using 2 instruments recommended by the literature. All studies were conducted from 2007 onwards, and the United States is the country with the most publications. The identified strategies consisted of extracurricular activities, thematic courses, lectures, and counseling sessions and did not follow standards of theoretical reference, method, execution, duration, and effectiveness of evaluation. SUMMARY The interest of Pharmacy about professional identity and professionalism has grown substantially in recent years. Teaching strategies are essential alternatives to improve professionalism, reinforce its importance, and acknowledge its heterogeneity and differences. For that, they must be in line with the aims of the profession in society. This review highlights the need to develop standardized and reproducible teaching strategies to guarantee the effectiveness of students' professional socialization during graduation, as well as to instruct professionals to deal with the changes in the profession, increasing the influence of Pharmacy in society.
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Affiliation(s)
- Fernando de Castro Araújo-Neto
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil; Hospital Universitary of Sergipe - Federal University of Sergipe - Campus Aracaju, Health Science Postgraduate Program, Aracaju, Brazil
| | - Lívia Gois Dos Santos
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil
| | - Thaís Maria Araújo Tavares
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil
| | - Francielly Lima da Fonseca
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil; Federal University of Sergipe - Campus São Cristóvão, Pharmacy Science Postgraduate Program, São Cristóvão, Brazil
| | - Fernanda Oliveira Prado
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil; Hospital Universitary of Sergipe - Federal University of Sergipe - Campus Aracaju, Health Science Postgraduate Program, Aracaju, Brazil
| | - Rafaella de Oliveira Santos Silva
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil
| | - Alessandra Rezende Mesquita
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil
| | - Divaldo Pereira de Lyra
- Federal University of Sergipe, Department of Pharmacy, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), São Cristóvão, Brazil.
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de Castro Araújo Neto F, Tavares TMA, de Menezes Santos D, da Fonseca FL, de Araújo DCSA, Mesquita AR, de Lyra DP. Cross-cultural adaptation and psychometric evaluation of the "Modification of Hall's professionalism scale for use with pharmacists". BMC MEDICAL EDUCATION 2023; 23:871. [PMID: 37974140 PMCID: PMC10655448 DOI: 10.1186/s12909-023-04815-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Accepted: 10/28/2023] [Indexed: 11/19/2023]
Abstract
BACKGROUND Professionalism is the demonstration of behaviors that guide the actions of health professionals. In Pharmacy, its implementation is possible through assessment instruments for pharmacists, such as the "Modification of Hall's Professionalism Scale for Use with Pharmacists". OBJECTIVE To translate the "Modification of Hall's Professionalism Scale for Use with Pharmacists" into a Brazilian Portuguese version and evaluate its psychometric properties for pharmacists. METHOD The methodological process of this study took place in three stages: translation and cross-cultural adaptation of the instrument original version into a Brazilian Portuguese version; validation of the scale content through consensus among geographically distinct experts and, finally; examination of the scale psychometric measurement properties through a convenience sample of 600 Brazilian pharmacists. At this stage, construct validity was verified using Exploratory Factor Analysis (EFA) and reliability was examined by calculating the composite reliability. RESULTS The adapted instrument to a Brazilian Portuguese version demonstrated content validity with coefficients considered acceptable, above 0.8. The EFA demonstrated a structure supported by six factors and 39 items. The H index suggested high stability for all factors as well as composite reliability. CONCLUSION The Brazilian Portuguese version of the instrument presented appropriate content validity coefficients and psychometric properties. This measure may be useful for future studies on professionalism regarding teaching strategies and assessment of this construct among pharmacists.
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Affiliation(s)
- Fernando de Castro Araújo Neto
- Laboratory of Teaching and Research in Social Pharmacy, Department of Pharmacy, Federal University of Sergipe - São Cristóvão Campus, São Cristóvão - Sergipe, Brazil
- Health Sciences Graduate Program, University Hospital of Sergipe - Federal University of Sergipe, Aracaju Campus, Aracaju - Sergipe, Brazil
| | - Thaís Maria Araújo Tavares
- Laboratory of Teaching and Research in Social Pharmacy, Department of Pharmacy, Federal University of Sergipe - São Cristóvão Campus, São Cristóvão - Sergipe, Brazil
| | - Douglas de Menezes Santos
- Laboratory of Teaching and Research in Social Pharmacy, Department of Pharmacy, Federal University of Sergipe - São Cristóvão Campus, São Cristóvão - Sergipe, Brazil
| | - Francielly Lima da Fonseca
- Laboratory of Teaching and Research in Social Pharmacy, Department of Pharmacy, Federal University of Sergipe - São Cristóvão Campus, São Cristóvão - Sergipe, Brazil
- Pharmaceutical Science Graduate Program, Federal University of Sergipe, São Cristóvão Campus, São Cristóvão - Sergipe, Brazil
| | - Dyego Carlos Souza Anacleto de Araújo
- Laboratory of Innovation in Pharmaceutical Care, Department of Pharmaceutical Sciences, Federal University of Espírito Santo - Maruípe Campus, Vitória - Espírito Santo, Brazil
| | - Alessandra Rezende Mesquita
- Laboratory of Teaching and Research in Social Pharmacy, Department of Pharmacy, Federal University of Sergipe - São Cristóvão Campus, São Cristóvão - Sergipe, Brazil
| | - Divaldo Pereira de Lyra
- Laboratory of Teaching and Research in Social Pharmacy, Department of Pharmacy, Federal University of Sergipe - São Cristóvão Campus, São Cristóvão - Sergipe, Brazil.
- Health Sciences Graduate Program, University Hospital of Sergipe - Federal University of Sergipe, Aracaju Campus, Aracaju - Sergipe, Brazil.
- Pharmaceutical Science Graduate Program, Federal University of Sergipe, São Cristóvão Campus, São Cristóvão - Sergipe, Brazil.
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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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Huang YM, Chan HY, Lee PI, Tang YW, Chiou TW, Liu KCSC, Ho YF. Exploration of changes in pharmacy students' perceptions of and attitudes towards professionalism: outcome of a community pharmacy experiential learning programme in Taiwan. BMC MEDICAL EDUCATION 2022; 22:195. [PMID: 35313880 PMCID: PMC8938161 DOI: 10.1186/s12909-022-03261-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/19/2021] [Accepted: 03/14/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND A powerful way to nurture and strengthen professionalism is by accruing practice-based experiences. However, few studies in Taiwan have evaluated the impacts of experiential learning programmes on pharmacy students' views on professionalism - the core of quality healthcare practices and services. This study aimed to measure changes in perceptions of and attitudes towards professionalism among third-year pharmacy students following an introductory-intermediate experiential learning course. METHODS A single-group pre- and postcourse comparative study using a self-administered survey was conducted in 2017. Pharmacy students in their third year of a six-year programme were eligible to participate in this study. We used a 28-item questionnaire with a 10-point Likert-type scale to assess students' professionalism. Among them, 10 items were employed to assess students' perceived importance of professionalism in pharmacy practice, and another 18 items adapted from the Pharmacy Professionalism Instrument were used to evaluate students' attitudes towards pharmacy professionalism. An independent t test was performed to compare the differences in students' anonymous survey responses before and after the course, with an a priori level of statistical significance of 0.05. RESULTS Fifty-two pharmacy students participated in the study. They showed significant improvement in three tenets of professionalism, namely, altruism (p = 0.035), accountability (p = 0.026), and duty (p = 0.002), after completing the 5-week experiential course. CONCLUSIONS Pharmacy students' attitudes towards professionalism were modifiable by purposely designed experiential learning programme in the community setting. Such experiences may help socialize students with positive attitudes towards altruism, accountability, and duty.
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Affiliation(s)
- Yen-Ming Huang
- Graduate Institute of Clinical Pharmacy, College of Medicine, National Taiwan University, 100025, Taipei, Taiwan
| | - Hsun-Yu Chan
- Department of Industrial Education, National Taiwan Normal University, 106308, Taipei, Taiwan
| | - Ping-Ing Lee
- Department of Pediatrics, National Taiwan University Hospital, National Taiwan University College of Medicine, 100226, Taipei, Taiwan
| | - Yun-Wen Tang
- Department of Pharmacy, National Taiwan University Hospital, College of Medicine, National Taiwan University, 100225, Taipei, Taiwan
| | - Ta-Wei Chiou
- School of Pharmacy, College of Medicine, National Taiwan University, 100025, Taipei, Taiwan
| | - Karin C S Chen Liu
- School of Pharmacy, College of Medicine, National Taiwan University, 100025, Taipei, Taiwan
| | - Yunn-Fang Ho
- Graduate Institute of Clinical Pharmacy, College of Medicine, National Taiwan University, 100025, Taipei, Taiwan.
- School of Pharmacy, College of Medicine, National Taiwan University, 100025, Taipei, Taiwan.
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Gülpınar G, Özçelikay G. Development of a Structured Communication and Counseling Skills Course for Pharmacy Students: A Simulation-based Approach. Turk J Pharm Sci 2021; 18:176-184. [PMID: 33902256 DOI: 10.4274/tjps.galenos.2020.93709] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Objectives We aimed to develop a structured communication and counseling education program to improve pharmacy students' skills. Then, we objectively assessed this program by using simulated patients. The program aims to improve pharmacy students' communication and counseling skills by using a patient-centered approach. Materials and Methods The study was conducted in three stages. First, a "Pharmacist-Patient Communication and Counseling Skills" education program was developed. Second, this program was implemented for pharmacy students. Third, the program was tested on volunteer students and evaluated for its effectiveness. Results The education program had a very large effect (Cohen's dz: 6.074) on improving students' communication and counseling skills, especially their empathy skills. Conclusion The education program achieved its goals. After demonstrating the program's success, a course was added to the pharmacy curriculum, and a communication skills laboratory was established in the school.
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Affiliation(s)
- Gizem Gülpınar
- Ankara University Faculty of Pharmacy, Department of Pharmacy Management, Ankara, Turkey
| | - Gülbin Özçelikay
- Ankara University Faculty of Pharmacy, Department of Pharmacy Management, Ankara, Turkey
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Miller S, Jett A. Elevating your precepting: Bringing career planning and professional development to the forefront. Am J Health Syst Pharm 2021; 78:297-300. [PMID: 33258471 DOI: 10.1093/ajhp/zxaa354] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Affiliation(s)
- Stacy Miller
- Office of Experiential Education University of Florida College of Pharmacy Gainesville, FL
| | - Amanda Jett
- Office of Student Affairs Sullivan University College of Pharmacy and Health Sciences Louisville, KY
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Reed BN, Haines ST, Holmes ER. The Impact of Two Longitudinal Professionalism Courses on Student Pharmacists' Empathy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8083. [PMID: 34283738 PMCID: PMC7926277 DOI: 10.5688/ajpe8083] [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: 04/03/2020] [Accepted: 10/30/2020] [Indexed: 06/13/2023]
Abstract
Objective. To determine whether empathy increased in first-year student pharmacists after completing longitudinal professionalism courses at two schools of pharmacy, identify potential moderators, and assess whether students' conceptualization of empathy changed with time.Methods. Surveys to assess empathy and other variables were administered to student pharmacists at baseline and at the end of two professionalism courses. Baseline and follow-up scores were compared to detect changes over time. Multivariable analysis was used to identify predictors of empathy scores. Factor analysis was performed to ascertain changes in the dimensionality of empathy.Results. Students' demographics and baseline empathy scores differed between the two schools. Predictors of empathy at baseline included age, female gender, prior health care experience, and altruism score. A small increase in empathy was observed at one school but not in the combined cohort. Empathy was more likely to increase among female students, those with less health care experience, and those who did not work during the school year. Factor analyses suggested that students' conceptual clarity about empathy improved over time and became more consistent with existing models.Conclusion. Although an increase in empathy was not observed in the overall cohort, subgroups of students who may derive greater benefit from empathy-related interventions were identified. Factor analyses suggested that students' conceptual understanding of empathy improved, representing a potential alternative outcome assessment for affective domains. Given differences in demographics, instructional methodologies, and changes in empathy at each school, this study reinforces the importance of replication and multicenter studies to understand the generalizability of educational research.
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Affiliation(s)
- Brent N Reed
- University of Maryland, School of Pharmacy, Baltimore, Maryland
| | - Stuart T Haines
- University of Mississippi, School of Pharmacy, Jackson, Mississippi
| | - Erin R Holmes
- University of Mississippi, School of Pharmacy, Jackson, Mississippi
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Zeeman JM, Kiser SN, Steeb DR, Hubal R. Identifying Priority Student Leadership and Professionalism Attributes Among Faculty, Preceptors, and Students via Modified Delphi. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:8076. [PMID: 34283754 PMCID: PMC7712725 DOI: 10.5688/ajpe8076] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Accepted: 07/14/2020] [Indexed: 05/22/2023]
Abstract
Objective. To identify and build consensus on priority leadership and professionalism attributes for pharmacy student development among faculty, preceptors, and students.Methods. One hundred individuals (27 faculty members, 30 preceptors, 43 students) were invited to participate in a three-round, modified Delphi. Published literature on leadership and professionalism informed the initial attribute list. In the first round, participants reviewed and provided feedback on this list. In the second round, participants prioritized attributes as highly important, important, or less important for pharmacy student development. Leadership and professionalism attributes that achieved an overall consensus (a priori set to ≥80.0%) of being highly important or important for pharmacy student development were retained. In the third round, participants rank ordered priorities for leadership and professionalism attributes.Results. Fifteen leadership and 20 professionalism attributes were included in round one while 21 leadership and 21 professionalism attributes were included in round two. Eleven leadership and 13 professionalism attributes advanced to round three. Consensus was reached on the top four leadership attributes (adaptability, collaboration, communication, integrity) and five professionalism attributes (accountability, communication, honor and integrity, respect for others, trust). Differences were observed for certain attributes between faculty members, preceptors, and/or students.Conclusion. The modified Delphi technique effectively identified and prioritized leadership and professionalism attributes for pharmacy student development. This process facilitated consensus building and identified gaps among stakeholders (ie, faculty, preceptors, students). Identified gaps may represent varying priorities among stakeholders and/or different opportunities for emphasis and development across classroom, experiential, and/or cocurricular settings.
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Affiliation(s)
- Jacqueline M Zeeman
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Stephanie N Kiser
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - David R Steeb
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Robert Hubal
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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11
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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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12
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Wilkins EB. Facilitating Professional Identity Development in Healthcare Education. ACTA ACUST UNITED AC 2020. [DOI: 10.1002/tl.20391] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Boyce EG, Harris CS, Bingham AL, Chan E, Chapman SA, Chilbert MR, Dy‐Boarman E, Haines ST, Heavner MS, Marcus KB, Smith SE, Strnad K, Yunker NS. Striving for excellence in experiential education. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2020. [DOI: 10.1002/jac5.1240] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Eric G. Boyce
- American College of Clinical Pharmacy Lenexa Kansas USA
| | | | | | - Emily Chan
- American College of Clinical Pharmacy Lenexa Kansas USA
| | | | | | | | | | | | | | | | - Kyle Strnad
- American College of Clinical Pharmacy Lenexa Kansas USA
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Briceland LL, Brewer JM, Dominelli A. The Impact of Pharmacy Student Participation in the White Coat Ceremony on Professionalization. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7689. [PMID: 32313280 PMCID: PMC7159004 DOI: 10.5688/ajpe7689] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2019] [Accepted: 09/26/2019] [Indexed: 06/11/2023]
Abstract
Objective. To assess the impact of participation in a formal white coat ceremony on Doctor of Pharmacy (PharmD) students' professionalization by analyzing students' reflective writing. Methods. First-year PharmD students participated in the college's white coat ceremony following orientation. During the Foundations of Pharmacy course in the first semester, students were instructed to reflect on and write about the impact the white coat ceremony had on them as a graded assignment. A grading rubric was developed to standardize assessment of the reflections and to differentiate critical reflection (which cites future behavioral change) from other forms of reflection that are less impactful, such as non-critical reflection, general understanding, and non-reflection. Thematic analysis was conducted and prevalent themes were identified. Each reflection was then reviewed to identify up to three themes. Results. Of the 225 students in the incoming class of 2020, 218 submitted valid reflection assignments. Of these, 92% met critical reflection criteria. Four percent offered "negative connotation," while 75% described an eye-opening experience or realization. Of 483 thematic classifications, six student professionalization themes were identified, as follows: personal achievement (26%), professionalism (21%), welcome to pharmacy (18%), patient care (16.8%), life-long learning (12.8%), and code of ethics (5.2%). Conclusion. For the majority of PharmD students, the white coat ceremony held during first-year orientation had a positive impact on their professionalization. All pharmacy schools should conduct a white coat ceremony that includes recitation of the Pledge of Professionalism as an impactful first step toward student professionalization.
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Affiliation(s)
| | - Jeffrey M Brewer
- Albany College of Pharmacy and Health Sciences, Albany, New York
| | - Angela Dominelli
- Albany College of Pharmacy and Health Sciences, Albany, New York
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Ford CR, Kleppinger EL, Helms K. Exploring the Impact of Participating as Pharmacy Camp Counselors on Student Pharmacists' Professional Identity. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7128. [PMID: 32292192 PMCID: PMC7055400 DOI: 10.5688/ajpe7128] [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: 07/05/2018] [Indexed: 05/31/2023]
Abstract
Objective. To explore how participation as a pharmacy camp counselor impacted pharmacy students' professional identity and views on professionalism. Methods. A pharmacy camp was developed to introduce rising high school juniors and seniors to the pharmacy profession. First- and second-year student pharmacists were invited to serve as counselors and, afterward, to participate in a focus group to share their experiences. Researchers used the focus group data to explore the impact of the camp experience on the student pharmacists. A direct interpretation approach was used to examine data as it allowed the research team to assess this single instance and draw meaning from focus group findings. Categories/themes were constructed through the interpretations of patterns and relationships discovered within the deconstructed results. Results. Ten student pharmacists participated in the focus group. The students provided their perspectives on the camp experience, including their role as camp counselors, the campers attending the camp, and the differences observed between student pharmacists and non-pharmacy camp counselors. Student pharmacists' comments gravitated toward the topic of professionalism. Student pharmacist counselors recognized positive and negative models of professionalism and made personal judgments concerning these concepts. Conclusion. Inclusion of student pharmacists in leadership roles such as this proved to be an effective means for further developing professional attributes. The focus group feedback provided novel insights into the professional mindset of student pharmacists. After serving as camp counselors, student pharmacists described their new perspectives on the importance of professionalism in their individual journeys, among their peers, and as future student pharmacists.
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Affiliation(s)
- Channing R Ford
- Auburn University Harrison School of Pharmacy, Auburn, Alabama
| | | | - Kristen Helms
- Auburn University Harrison School of Pharmacy, Auburn, Alabama
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Affiliation(s)
- Jennifer Ku
- Palliative Care Clinical Pharmacist, MedStar Georgetown University Hospital, Washington, DC
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Hattingh HL, King MA, Hope DL, George E. Pharmacy ethical reasoning: a comparison of Australian pharmacists and interns. Int J Clin Pharm 2019; 41:1085-1098. [PMID: 31093939 DOI: 10.1007/s11096-019-00815-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2018] [Accepted: 03/22/2019] [Indexed: 10/26/2022]
Abstract
Background Ethical reasoning informs decision making and professional judgement, is guided by codes of ethics and conduct, and requires navigation through a regulatory framework. Ethical reasoning should evolve throughout the pharmacy internship year and prepare interns for independent practice. Objective To explore the ethical reasoning and processes of Australian pharmacists and pharmacy interns. Setting Queensland community pharmacists and interns. Method A survey to determine use of resources to guide ethical decisions, management of ethical dilemmas, and exposure to potential practice privacy breaches. Participants were recruited at pharmacy intern training events, a pharmacist education session and through telephone contact of randomised community pharmacies. Main outcome measure Comparison between pharmacist and intern responses using 5-point Likert scales, listings and prioritising. Results In total 218 completed surveys were analysed: 121 pharmacy interns and 97 pharmacists. The Code of Ethics was identified as the resource most frequently consulted when faced with ethical dilemmas. Interns were more likely to consult legislation and regulatory authorities whereas pharmacists with colleagues. Responses to ethical vignette scenarios and exposure to privacy breaches varied between interns and pharmacists, with some scenarios revealing significant differences. Most participants had been exposed to a variety of potential privacy breaches in practice. Conclusion Interns focussed on legislation and guidelines when presented with hypothetical ethical dilemmas. In contrast to this positivist approach, pharmacists reported using a social constructionist approach with peers as a reference. Pharmacists avoided ethical scenario options that required complex management. Interns reported more exposure to potential practice privacy breaches.
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Affiliation(s)
- H Laetitia Hattingh
- School of Pharmacy and Pharmacology, Griffith University, Clinical Sciences 2, G16_3.26, Gold Coast Campus, Gold Coast, QLD, 4215, Australia. .,Quality Use of Medicines Network, Griffith University, Gold Coast Campus, Gold Coast, QLD, 4215, Australia.
| | - Michelle A King
- School of Pharmacy and Pharmacology, Griffith University, Clinical Sciences 2, G16_3.26, Gold Coast Campus, Gold Coast, QLD, 4215, Australia.,Quality Use of Medicines Network, Griffith University, Gold Coast Campus, Gold Coast, QLD, 4215, Australia.,Menzies Health Institute Queensland, Griffith University, Gold Coast Campus, Gold Coast, QLD, 4215, Australia
| | - Denise L Hope
- School of Pharmacy and Pharmacology, Griffith University, Clinical Sciences 2, G16_3.26, Gold Coast Campus, Gold Coast, QLD, 4215, Australia.,Quality Use of Medicines Network, Griffith University, Gold Coast Campus, Gold Coast, QLD, 4215, Australia.,Menzies Health Institute Queensland, Griffith University, Gold Coast Campus, Gold Coast, QLD, 4215, Australia
| | - Elizabeth George
- School of Pharmacy and Pharmacology, Griffith University, Clinical Sciences 2, G16_3.26, Gold Coast Campus, Gold Coast, QLD, 4215, Australia
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Dubbai H, Adelstein BA, Taylor S, Shulruf B. Definition of professionalism and tools for assessing professionalism in pharmacy practice: a systemic review. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2019; 16:22. [PMID: 31430841 PMCID: PMC6755140 DOI: 10.3352/jeehp.2019.16.22] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2019] [Accepted: 08/21/2019] [Indexed: 05/22/2023]
Abstract
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 care provision for patients than 20 years ago. Such an evolution in the pharmacist's responsibilities is 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 are part of pharmacy education and practice. This workaimed at identifying definition of professionalism in pharmacy practice and critically evaluatingpublished instruments for assessing professionalism in pharmacy practice. METHODS We searched the medical literature listed in Scopus, Medline, andPsycINFOdatabasesfrom 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 (Behavioural Professionalism Assessment Instrument (BPAI), Lerkiatbundit's Instrument, Pharmacy Professionalism Instrument (PPI) and Professionalism Assessment Tool (PAT) 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 increasing role of community pharmacisits there is a need for assessment of professionalism in practice. Professionalism is a complex concept that is challenging to measure because it has no standardised definition and existing literature related to the topic is limited. Current instruments available focus on measuring the development of the elements of professionalism among pharmacy students rather than pharmacists.
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Affiliation(s)
- Huda Dubbai
- Office of Medical Education, Faculty of Medicine, The University of New South Wales, Sydney, Australia
| | - Barbara-Ann Adelstein
- Prince of Wales Clinical School, Faculty of Medicine, The University of New South Wales, Sydney, Australia
| | - Silas Taylor
- Office of Medical Education, Faculty of Medicine, The University of New South Wales, Sydney, Australia
| | - Boaz Shulruf
- Office of Medical Education, Faculty of Medicine, The University of New South Wales, Sydney, Australia
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
- Corresponding
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Exploring influences on pharmacists’ and students’ ethical reasoning in a changing practice landscape in Australia. Int J Clin Pharm 2018; 41:280-288. [DOI: 10.1007/s11096-018-0774-x] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2018] [Accepted: 12/15/2018] [Indexed: 11/25/2022]
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Williams CR, Abbott K, Hughes M, Wilson CG, Scott MA. Development of pharmacy resident leadership skills through creation of a regional ambulatory care forum. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:1641-1646. [PMID: 30527832 DOI: 10.1016/j.cptl.2018.09.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2018] [Revised: 07/06/2018] [Accepted: 09/01/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND AND PURPOSE Action-based leadership activities help refine leadership skills. This paper describes an experiential, longitudinal leadership experience for post-graduate year two (PGY2) pharmacy residents in ambulatory care. EDUCATIONAL ACTIVITY AND SETTING As part of a leadership and advocacy rotation, two PGY2 ambulatory care pharmacy residents collaborated with a state association, North Carolina Association of Pharmacists, to co-chair a newly formed regional ambulatory care forum in the western part of the state. The residents developed charges for the group, directed and organized the leadership team meetings, moderated the member events of approximately 30 participants, and served as liaisons to the state association and its members. Two residency preceptors who supervised the academic and leadership experiences for the residency program provided oversight for the residents with the forum. Residents completed written and oral self-reflections, received formative feedback from the forum's leadership team and leadership preceptor, participated in a 360-degree leadership evaluation, and received quarterly summative evaluations. FINDINGS Skills developed included leading a group, event planning, advocacy, networking, communication, professional writing, creating a shared vision, teamwork, and collaboration. SUMMARY Serving in leadership roles within professional organizations can provide PGY2 pharmacy residents with practical hands-on leadership opportunities to help prepare them for positional and non-positional leadership roles in the future.
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Affiliation(s)
- Charlene R Williams
- University of North Carolina at Chapel Hill Eshelman School of Pharmacy, One University Heights, CPO #2125, Asheville, NC 28804, United States.
| | - Kristen Abbott
- University of North Carolina at Chapel Hill Eshelman School of Pharmacy, One University Heights, CPO #2125, Asheville, NC 28804, United States; Mountain Area Health Education Center, 123 Hendersonville Rd, Asheville, NC 28803, United States.
| | - Megan Hughes
- University of North Carolina at Chapel Hill Eshelman School of Pharmacy, One University Heights, CPO #2125, Asheville, NC 28804, United States; Mountain Area Health Education Center, 123 Hendersonville Rd, Asheville, NC 28803, United States
| | - Courtenay Gilmore Wilson
- University of North Carolina at Chapel Hill Eshelman School of Pharmacy, One University Heights, CPO #2125, Asheville, NC 28804, United States; Mountain Area Health Education Center, 123 Hendersonville Rd, Asheville, NC 28803, United States; School of Medicine, University of North Carolina at Chapel Hill, NC, United States.
| | - Mollie Ashe Scott
- University of North Carolina at Chapel Hill Eshelman School of Pharmacy, One University Heights, CPO #2125, Asheville, NC 28804, United States; School of Medicine, University of North Carolina at Chapel Hill, NC, United States.
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Kruijtbosch M, Göttgens-Jansen W, Floor-Schreudering A, van Leeuwen E, Bouvy ML. Moral dilemmas reflect professional core values of pharmacists in community pharmacy. INTERNATIONAL JOURNAL OF PHARMACY PRACTICE 2018; 27:140-148. [PMID: 30338875 PMCID: PMC6587987 DOI: 10.1111/ijpp.12490] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2018] [Accepted: 09/04/2018] [Indexed: 12/04/2022]
Abstract
Objectives The aim was to recognise the professional core values in the moral dilemmas of pharmacists in community pharmacy and to customise the descriptions of these values for community pharmacy practice. Methods The narratives of 128 moral dilemmas, collected from Dutch PharmD students and early career pharmacists who experienced these dilemmas in practice, were qualitatively analysed. An expert panel deductively coded relevant portions of these narratives with the core values as formulated by the Royal Dutch Pharmacists Association. Other values that emerged were inductively coded and if possible used to further customise the respective core values. Key findings The expert panel identified all four professional core values, that is, commitment to the patient's well‐being (117, 91.4%), reliable and caring (116, 90.6%), pharmaceutical expertise (72, 56.2%) and responsibility to society (30, 23.4%) in the 128 moral dilemma narratives. Thirteen other values that emerged in the analysis could all be used for the customisation of the professional core values in descriptions that better reflect community pharmacy practice. Conclusions Professional core values were identified in moral dilemma narratives of pharmacists in community pharmacy and customised for their practice. These customised core values can enable pharmacists to better recognise moral dilemmas in practice. This can add to the advancement of the profession as a pharmaceutical care practice.
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Affiliation(s)
- Martine Kruijtbosch
- SIR Institute for Pharmacy Practice and Policy, Leiden, The Netherlands.,Division of Pharmacoepidemiology and Clinical Pharmacology, Department of Pharmaceutical Sciences, Utrecht University, Utrecht, The Netherlands
| | - Wilma Göttgens-Jansen
- Radboud University Medical Center, Radboud Institute for Health Sciences (RIHS), Scientific Center for Quality of Healthcare (IQ Healthcare), Nijmegen, The Netherlands
| | - Annemieke Floor-Schreudering
- SIR Institute for Pharmacy Practice and Policy, Leiden, The Netherlands.,Division of Pharmacoepidemiology and Clinical Pharmacology, Department of Pharmaceutical Sciences, Utrecht University, Utrecht, The Netherlands
| | - Evert van Leeuwen
- Radboud University Medical Center, Radboud Institute for Health Sciences (RIHS), Scientific Center for Quality of Healthcare (IQ Healthcare), Nijmegen, The Netherlands
| | - Marcel L Bouvy
- Division of Pharmacoepidemiology and Clinical Pharmacology, Department of Pharmaceutical Sciences, Utrecht University, Utrecht, The Netherlands
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Pharmacists opinions of the value of specific applicant attributes in hiring decisions for entry-level pharmacists. Res Social Adm Pharm 2018; 15:536-545. [PMID: 30006061 DOI: 10.1016/j.sapharm.2018.07.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2018] [Revised: 06/30/2018] [Accepted: 07/03/2018] [Indexed: 11/24/2022]
Abstract
OBJECTIVE The Hiring Intent Reasoning Examination (HIRE) was designed to (1) explore the relative value of applicant-specific attributes evaluated during the hiring of entry-level pharmacists; (2) examine how each of these attributes influences hiring decisions; and (3) identify which attributes practicing pharmacists perceive as most and least valuable. METHODS An electronic questionnaire was developed and sent to 36,817 pharmacists; 3723 (11%) responded representing a broad cross-section of practice settings and job roles. Forty-eight attributes were analyzed, 24 character traits and 24 markers of academic success. Respondents identified: 1) the relative importance the possession of each attribute would play in the decision to hire an applicant; 2) the relative importance the lack of possession of the attribute would play on the decision to hire an applicant; 3) the 10 most important attributes used when considering an applicant, and; 4) the 10 least important attributes used when considering an applicant. After investigating the relative importance of the 48 traits, a factor analysis to further group the traits was undertaken. RESULTS Character traits were consistently ranked higher than academic traits, both in importance and as more likely to effect the hiring decision. Additionally, "the top ten most important attributes" were dominated by character traits and "the top ten least important attributes" used in the hiring of an entry-level pharmacist were dominated by the academic traits. A factor analysis provided further evidence of the distinction of the character traits from the academic success markers. CONCLUSION When selecting employees from a pool of qualified applicants, the most important attributes used in hiring decision relate to the character of the pharmacist. The results are similar across all practice settings and types of respondents completing the survey.
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Eukel H, Frenzel J, Skoy E, Faure M. Longitudinal evaluation of student professionalism throughout the professional didactic curriculum of a pharmacy program. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:325-332. [PMID: 29764636 DOI: 10.1016/j.cptl.2017.11.011] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2016] [Revised: 08/07/2017] [Accepted: 11/23/2017] [Indexed: 06/08/2023]
Abstract
INTRODUCTION The purpose of this study is to evaluate longitudinal changes in professionalism of pharmacy students across the curriculum using a validated instrument that minimizes ceiling effect. METHODS The Professionalism Assessment Tool (PAT) was administered to first, second, and third year PharmD students twice throughout the first and second professional year (P1 and P2) and three times throughout the third professional year (P3). RESULTS Longitudinal increases in all five domains of professionalism of the PAT were noted as students progressed through each year of the didactic curriculum. Most demographic categories (sex, age, employment in a pharmacy, and number of other degrees held) of respondents did not affect self-assessment results. Two demographic categories, the number of student organizations and age group, had statistically significant impact on self-reported professionalism. CONCLUSIONS This pilot study showed longitudinal improvement in student self-assessment of professionalism over the course of the didactic curriculum at one school. Self-assessment of pharmacy student professionalism increased over the course of the didactic curriculum and was not affected by most demographics.
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Affiliation(s)
- Heidi Eukel
- College of Health Professions, North Dakota State University, Department of Pharmacy Practice, NDSU Dept. 2660, PO Box 6050, Fargo, ND 58108-6050, United States.
| | - Jeanne Frenzel
- College of Health Professions, North Dakota State University, Department of Pharmacy Practice, NDSU Dept. 2660, PO Box 6050, Fargo, ND 58108-6050, United States.
| | - Elizabeth Skoy
- College of Health Professions, North Dakota State University, Department of Pharmacy Practice, NDSU Dept. 2660, PO Box 6050, Fargo, ND 58108-6050, United States.
| | - Mary Faure
- College of Health Professions, North Dakota State University, Department of Pharmacy Practice, NDSU Dept. 2660, PO Box 6050, Fargo, ND 58108-6050, United States.
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Saseen JJ, Ripley TL, Bondi D, Burke JM, Cohen LJ, McBane S, McConnell KJ, Sackey B, Sanoski C, Simonyan A, Taylor J, Vande Griend JP. ACCP Clinical Pharmacist Competencies. Pharmacotherapy 2017; 37:630-636. [DOI: 10.1002/phar.1923] [Citation(s) in RCA: 87] [Impact Index Per Article: 12.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | | | - Deborah Bondi
- American College of Clinical Pharmacy; Lenexa Kansas
| | - John M. Burke
- American College of Clinical Pharmacy; Lenexa Kansas
| | | | - Sarah McBane
- American College of Clinical Pharmacy; Lenexa Kansas
| | | | - Bryan Sackey
- American College of Clinical Pharmacy; Lenexa Kansas
| | | | | | - Jodi Taylor
- American College of Clinical Pharmacy; Lenexa Kansas
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Hoffman J, Chung E, Hess K, Law AV, Samson B, Scott JD. Overview of a co-curricular professional development program in a college of pharmacy. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:398-404. [PMID: 29233277 DOI: 10.1016/j.cptl.2017.01.010] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2016] [Revised: 10/19/2016] [Accepted: 01/23/2017] [Indexed: 06/07/2023]
Abstract
The goal of a professional program at a school or college of pharmacy is to produce competent and professional pharmacy practitioners. In 2009, The American College of Clinical Pharmacy published a white paper to assist in the teaching of professionalism in schools/colleges of pharmacy to include traits such as responsibility, commitment to excellence, respect for others, honesty and integrity, and care with compassion. In February 2015, the Accreditation Council for Pharmacy Education released their updated accreditation standards (Standards 2016) which introduced the concept of co-curricular activities (Standard 12.3): experiences that complement, augment, and/or advance what is learned in the formal didactic and experiential curriculum. This article details the Professional Development Curriculum at Western University of Health Sciences (WesternU) College of Pharmacy as a potential educational model that promotes professionalism through mandating co-curricular activities for student pharmacists.
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Affiliation(s)
- Janice Hoffman
- Western University of Health Sciences, College of Pharmacy, Pomona, CA, United States.
| | - Eunice Chung
- Western University of Health Sciences, College of Pharmacy, Pomona, CA, United States.
| | - Karl Hess
- Keck Graduate Institute, School of Pharmacy, Claremont, CA, United States.
| | - Anandi V Law
- Western University of Health Sciences, College of Pharmacy, Pomona, CA, United States.
| | - Brandon Samson
- Strategic Scientific Communications, Vaniam Group LLC, United States.
| | - James D Scott
- Western University of Health Sciences, College of Pharmacy, Pomona, CA, United States.
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Johnson JL, Chauvin S. Professional Identity Formation in an Advanced Pharmacy Practice Experience Emphasizing Self-Authorship. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:172. [PMID: 28179721 PMCID: PMC5289728 DOI: 10.5688/ajpe8010172] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/07/2015] [Accepted: 04/04/2016] [Indexed: 05/16/2023]
Abstract
Objective. To examine the extent to which reflective essays written by graduating pharmacy students revealed professional identity formation and self-authorship development. Design. Following a six-week advanced pharmacy practice experience (APPE) grounded in Baxter-Magolda's Learning Partnerships Model of self-authorship development, students completed a culminating reflective essay on their rotation experiences and professional identity formation. Assessment. Thematic and categorical analysis of 41 de-identified essays revealed nine themes and evidence of all Baxter-Magolda's domains and phases of self-authorship. Analysis also suggested relationships between self-authorship and pharmacist professional identity formation. Conclusion. Results suggest that purposeful structuring of learning experiences can facilitate professional identity formation. Further, Baxter-Magolda's framework for self-authorship and use of the Learning Partnership Model seem to align well with pharmacist professional identify formation. Results of this study could be used by pharmacy faculty members when considering how to fill gaps in professional identity formation in future course and curriculum development.
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Affiliation(s)
- Jessica L. Johnson
- Xavier University of Louisiana College of Pharmacy, New Orleans, Louisiana
| | - Sheila Chauvin
- Louisiana State University Health Sciences Center, New Orleans, Louisiana
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Beliefs and behaviors of professionally engaged pharmacists. J Am Pharm Assoc (2003) 2016; 56:405-11. [DOI: 10.1016/j.japh.2016.03.011] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2015] [Revised: 02/12/2016] [Accepted: 03/18/2016] [Indexed: 11/17/2022]
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Benetoli A, Chen TF, Schaefer M, Chaar B, Aslani P. Pharmacists' perceptions of professionalism on social networking sites. Res Social Adm Pharm 2016; 13:575-588. [PMID: 27423783 DOI: 10.1016/j.sapharm.2016.05.044] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2016] [Revised: 05/12/2016] [Accepted: 05/12/2016] [Indexed: 10/21/2022]
Abstract
BACKGROUND Social networking sites (SNS) are a new venue for communication, and health care professionals, like the general population, are using them extensively. However, their behavior on SNS may influence public perceptions about their professionalism. OBJECTIVE This study explored how pharmacists separate professional and personal information and activities on SNS, their perceptions of professional behavior on SNS, and opinions on guidelines in this area. METHODS In-depth, semi-structured interviews were conducted with international practising pharmacists (n = 31) recruited from a range of countries (n = 9). Initially, pharmacists known to the research team were invited, and thereafter, participants were recruited using a snowballing technique. The interviews lasted from 30 to 120 min. All interviews were recorded, transcribed verbatim, and thematically analyzed. RESULTS A majority of participants mixed professional and personal information and activities on SNS, and about one third adopted a separation strategy where professional information and activities were clearly separated from personal ones (e.g. two different SNS accounts, or one particular SNS for professional use and another platform for personal purposes). Most participants expressed concern over how pharmacists present themselves and behave in SNS when they reported (un)professional behaviors of peers they had observed. Examples of perceived unprofessional behaviors included revealing details of personal life and activities; open complaints about the pharmacy sector, co-workers, physicians, and patients; inappropriate description of pharmacists' roles and activities; and breaches of patient confidentiality. Positive professional behaviors, such as expression of compassion for patients, examples of effective patient management, promotion of pharmacists' role, and correction of misleading health information being spread online were also observed. There was no consensus on having professional social media guidelines. Some preferred SNS to be unregulated while most believed certain guidance was needed to maintain high professional standards in the online environment. CONCLUSIONS A definitive strategy to separate professional and personal information and activities on SNS was not adopted by most pharmacists. E-professionalism issues could negatively impact on the standing of individual practitioners and the profession. Most agreed that education about SNS use would be beneficial; however, support for guidelines or regulations for pharmacists' use of SNS was not unanimous.
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Affiliation(s)
- Arcelio Benetoli
- Faculty of Pharmacy, The University of Sydney, Pharmacy and Bank Building A15, NSW 2006, Australia; Pharmacy Practice, Department of Pharmaceutical Sciences, State University of Ponta Grossa, Parana 84030-900, Brazil
| | - Timothy F Chen
- Faculty of Pharmacy, The University of Sydney, Pharmacy and Bank Building A15, NSW 2006, Australia
| | - Marion Schaefer
- Postgraduate Master Programme "Consumer Health Care" at Charité University Medicine Berlin, Invalidenstrasse 115, D-10115 Berlin, Germany
| | - Betty Chaar
- Faculty of Pharmacy, The University of Sydney, Pharmacy and Bank Building A15, NSW 2006, Australia
| | - Parisa Aslani
- Faculty of Pharmacy, The University of Sydney, Pharmacy and Bank Building A15, NSW 2006, Australia.
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Ramia E, Salameh P, Btaiche IF, Saad AH. Mapping and assessment of personal and professional development skills in a pharmacy curriculum. BMC MEDICAL EDUCATION 2016; 16:19. [PMID: 26772809 PMCID: PMC4715283 DOI: 10.1186/s12909-016-0533-4] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2015] [Accepted: 12/16/2015] [Indexed: 05/13/2023]
Abstract
BACKGROUND Health sciences programs are increasingly expanding their curricula to bridge foundational scientific knowledge with needed skills to practice and patient care. The primary objectives of this study are to 1) assess whether the personal and professional development (PPD) subdomains (self-assessment, leadership, innovation and entrepreneurship, and professionalism) are integrated in a pharmacy curriculum; and 2) identify any gaps related to the subdomains' learning objectives. METHODS Four different mapping activities were completed to create a comprehensive mapping plan regarding the integration of the PPD subdomains in the curriculum. The first mapping activity entailed matching the school's program educational outcomes (PEOs) to these subdomains (Step 1). Mapping of the enacted curriculum by faculty (Step 2) and learned curriculum by students (Step 3) were also completed in order to evaluate the integration of these subdomains in the curriculum. Finally, Step 4 involved mapping of the assessed curriculum by analyzing the progress of students on PPD-related competencies using standardized scoring rubrics and the correlation between students' and facultys' assessments with regard to matching competencies. The Cochrane's Q test and the Cohen's kappa coefficient were used in the statistical analysis of parametric data. RESULTS The subdomains were found to be woven across curricular, co-curricular, and extra-curricular activities based on the four different mapping activities. Faculty and students agreed that the PPD competencies are integrated in the curriculum; provided example courses, experiences and activities; and identified areas of further improvements. The completed mapping activities drove the development of action plans for remediation of identified gaps in the curriculum. CONCLUSION Mapping activities showed the sequential integration of the PPD skills at different depths and breadths in the curriculum. This study provides an example to health sciences schools on the incorporation of the PPD skills in their curricular, co-curricular and extra-curricular activities as current accreditation standards have directed Pharmacy programs to integrate and enforce them in their curricula.
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Affiliation(s)
- Elsy Ramia
- Department of Pharmacy Practice, School of Pharmacy, Lebanese American University, P.O.Box: 36 (S23), Byblos, Lebanon.
| | - Pascale Salameh
- Department of Pharmacy Practice, School of Pharmacy, Lebanese American University, P.O.Box: 36 (S23), Byblos, Lebanon.
| | - Imad F Btaiche
- School of Pharmacy, Lebanese American University, P.O.Box: 36, Byblos, Lebanon.
| | - Aline Hanna Saad
- Department of Pharmacy Practice, School of Pharmacy, Lebanese American University, P.O.Box: 36 (S23), Byblos, Lebanon.
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Smith MG, Dinkins MM. Early Introduction to Professional and Ethical Dilemmas in a Pharmaceutical Care Laboratory Course. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:156. [PMID: 26889068 PMCID: PMC4749904 DOI: 10.5688/ajpe7910156] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
OBJECTIVE To study the effects of an early professional development series in a pharmaceutical care laboratory (PCL) course on first-year pharmacy students' perceptions of the importance of professional attitudes and action. DESIGN Three hundred thirty-four first-year students enrolled in a PCL course participated in a new required learning activity centered on development of professional attitudes and behaviors. Students discussed situational dilemmas in pharmacy practice in small groups, highlighting application of the Oath of a Pharmacist and the Pharmacists' Code of Ethics. ASSESSMENT Students completed an optional questionnaire at the beginning and end of the semester to assess change in their attitudes and behaviors related to professionalism in pharmacy practice. CONCLUSION While students entered their training with a strong appreciation for professionalism, they felt more confident in applying the Oath of a Pharmacist and the Pharmacists Code of Ethics to dilemmas in practice following the new learning activity.
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Affiliation(s)
- Megan G. Smith
- UNC Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
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Brown RO, Patel ZV, Foster SL. The Offering, Scheduling and Maintenance of Elective Advanced Pharmacy Practice Experiences. PHARMACY 2015; 3:355-363. [PMID: 28975920 PMCID: PMC5597112 DOI: 10.3390/pharmacy3040355] [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] [Received: 09/10/2015] [Revised: 11/11/2015] [Accepted: 11/24/2015] [Indexed: 11/26/2022] Open
Abstract
The Accreditation Council for Pharmacy Education (ACPE) provides standards for colleges of pharmacy to assist in the provision of pharmacy education to student pharmacists. An integral part of all college educational programs includes the provision of experiential learning. Experiential learning allows students to gain real-world experience in direct patient care during completion of the curriculum. All college of pharmacy programs provide several Advanced Pharmacy Practice Experiences (APPEs), which include a balance between the four required experiences and a number of other required or elective APPEs. Required APPEs include advanced community, advanced institutional, ambulatory care, and general medicine. The elective APPEs include a myriad of opportunities to help provide a balanced education in experiential learning for student pharmacists. These unique opportunities help to expose student pharmacists to different career tracks that they may not have been able to experience otherwise. Not all colleges offer enough elective APPEs to enable the student pharmacist to obtain experiences in a defined area. Such an approach is required to produce skilled pharmacy graduates that are capable to enter practice in various settings. Elective APPEs are scheduled logically and are based upon student career interest and site availability. This article describes the offering, scheduling and maintenance of different elective APPEs offered by The University of Tennessee College of Pharmacy.
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Affiliation(s)
- Rex O Brown
- Department of Clinical Pharmacy, College of Pharmacy, University of Tennessee Health Science Center, Memphis, TN 38163, USA.
| | - Zalak V Patel
- Department of Clinical Pharmacy, College of Pharmacy, University of Tennessee Health Science Center, Memphis, TN 38163, USA.
| | - Stephan L Foster
- Department of Clinical Pharmacy, College of Pharmacy, University of Tennessee Health Science Center, Memphis, TN 38163, USA.
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Mylrea MF, Gupta TS, Glass BD. Professionalization in Pharmacy Education as a Matter of Identity. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:142. [PMID: 26839431 PMCID: PMC4727372 DOI: 10.5688/ajpe799142] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/30/2014] [Accepted: 04/07/2015] [Indexed: 05/13/2023]
Abstract
Little research exists on the formation of professional identity in higher education health programs. Such programs may approach the teaching, learning, and assessment of professionalism based upon a suite of attitudes, values, and behaviors considered indicative of a practicing professional. During this transition, professional identity formation can be achieved through student engagement with authentic experiences and interaction with qualified professionals. This paper examines the shift toward identity formation as an essential element of professional education and considers its implications for pharmacy curriculum design.
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Affiliation(s)
- Martina F Mylrea
- James Cook University, College of Medicine and Dentistry, Townsville, Cairns, Queensland, Australia
| | - Tarun Sen Gupta
- James Cook University, College of Medicine and Dentistry, Townsville, Cairns, Queensland, Australia
| | - Beverley D Glass
- James Cook University, College of Medicine and Dentistry, Townsville, Cairns, Queensland, Australia
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Gillis CM, Anger KE, Cotugno MC. Enhanced responsibilities for pharmacy interns at a teaching hospital. J Am Pharm Assoc (2003) 2015; 55:198-202. [PMID: 25699989 DOI: 10.1331/japha.2015.14022] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
OBJECTIVE To describe the implementation of a pharmacy intern distribution coordinator position and its impact on the intern's professional development. SETTING Tertiary academic medical center. PRACTICE DESCRIPTION In 2009, our institution implemented a pharmacy intern distribution coordinator position, which was previously staffed by a pharmacist. Interns, who are in their first through fourth professional year, take the lead in the medication distribution process while under the direct supervision of a pharmacist. The intern adjudicates the medication distribution process by ensuring proper processing, filling and timely delivery of the medications, as well as triaging inventory issues and maintaining open communication with the pharmacists about any medication issues. Additionally, the intern can make clinical interventions during the various checkpoints in the final verification process and answer drug information questions for fellow medical professionals. PRACTICE INNOVATION Pharmacy intern resources and development are maximized via staffing in a medication distribution coordinator position previously staffed by a pharmacist. By adapting to the role of pharmacist early on in one's career, pharmacy interns are provided with a valuable opportunity to grow professionally. The position can foster the development of pharmacotherapy knowledge, communication skills, leadership experience, time management, and critical thinking by allowing pharmacy interns to practice at the top of their licensure. CONCLUSION Our pharmacy intern distribution coordinator position provides interns with a professional development opportunity by assuming enhanced roles and responsibilities in a hospital pharmacy department. The expansion of the pharmacy intern's role can increase pharmacy department resources and provide a valuable platform for their development. Institutions should seek to maximize the opportunities for pharmacy interns to work at the peak of their licensure.
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Stewart D. Reflections on Influencing the Next Generation of Pharmacists. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:61. [PMID: 26396270 PMCID: PMC4571053 DOI: 10.5688/ajpe79561] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Affiliation(s)
- David Stewart
- East Tennessee State University Bill Gatton College of Pharmacy
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36
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Zlatic TD. Mixing metaphors in pharmacy education is a bad solution for students. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2014; 78:175. [PMID: 25657362 PMCID: PMC4315197 DOI: 10.5688/ajpe7810175] [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: 04/02/2014] [Accepted: 06/24/2014] [Indexed: 06/04/2023]
Abstract
Scholarly discussion has recently been directed toward the negative effects of consumerism in pharmacy education. Frequently in these discussions, the metaphor of student-as-customer is cited as an indicator of such consumer mentality. However, the customer metaphor is more deeply entangled in the thinking on this matter than has been acknowledged, even for those who roundly criticize its use. A richer understanding of the power of metaphor and of the fiducial obligations that underlie professionalism can help to create educational paradigms more likely to meet the best interests of students, faculty members, and the general public.
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Yee GC, Haas CE. Standards of Practice for Clinical Pharmacists: The Time Has Come. Pharmacotherapy 2014; 34:769-70. [DOI: 10.1002/phar.1450] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Gary C. Yee
- College of Pharmacy; University of Nebraska Medical Center; Omaha Nebraska
| | - Curtis E. Haas
- Department of Pharmacy; University of Rochester Medical Center; Rochester New York
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Hester EK, McBane SE, Bottorff MB, Carnes TA, Dell K, Gonyeau MJ, Greco AJ, McConnell KJ, Skaar DJ, Splinter MY, Trujillo TC. Educational outcomes necessary to enter pharmacy residency training. Pharmacotherapy 2014; 34:e22-5. [PMID: 24753155 DOI: 10.1002/phar.1411] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
It is the position of the American College of Clinical Pharmacy (ACCP) that formal postgraduate residency training, or equivalent experience, is required to enter direct patient care practice. Therefore, it is important to align professional degree educational outcomes with the knowledge, skills, and attitudes needed to enter residency training. This position statement addresses the outcomes necessary in the professional degree program curriculum to ensure the ability of pharmacy graduates to transition effectively into postgraduate year one residency training. Five key outcome areas are identified: communication, direct patient care, professionalism, research, and practice management. The position statement examines how performance in each of the five outcome areas should be addressed by professional degree programs. The ACCP believes that for the student to achieve the clinical proficiency necessary to enter residency training, the professional degree program should emphasize, assess, and provide adequate opportunities for students to practice: communication with patients, caregivers, and members of the health care team in direct patient care environments; provision of direct patient care in a wide variety of practice settings, especially those involving patient-centered, team-based care; professionalism under the supervision and guidance of faculty and preceptors who model and teach the traits of a health care professional; application of principles of research that engender an appreciation for the role of research and scholarship in one's professional development; and application of practice management, including documentation of direct patient care activities that affect drug-related outcomes.
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Ahmadi K, Reidpath DD, Allotey P, Hassali MAA. Professionalisation and social attitudes: a protocol for measuring changes in HIV/AIDS-related stigma among healthcare students. BMJ Open 2013; 3:e002755. [PMID: 23793653 PMCID: PMC3669716 DOI: 10.1136/bmjopen-2013-002755] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/19/2013] [Accepted: 04/29/2013] [Indexed: 11/11/2022] Open
Abstract
INTRODUCTION HIV/AIDS-related stigma affects the access and utilisation of health services. Although HIV/AIDS-related stigma in the health services has been studied, little work has attended to the relationship between professional development and stigmatising attitudes. Hence, in this study, we will extend earlier research by examining the relationship between the stage of professional development and the kinds of stigmatising attitudes held about people living with HIV/AIDS. METHODS AND ANALYSIS A serial cross-sectional design will be combined with a two-point in time longitudinal design to measure the levels of stigma among healthcare students from each year of undergraduate and graduate courses in Malaysia and Australia. In the absence of suitable measures, we will carry out a sequential mixed methods design to develop such a tool. The questionnaire data will be analysed using mixed effects linear models to manage the repeated measures. ETHICS AND DISSEMINATION We have received ethical approval from the Monash MBBS executive committee as well as the Monash University Human Research Ethics Committee. We will keep the data in a locked filing cabinet in the Monash University (Sunway campus) premises for 5 years, after which the information will be shredded and disposed of in secure bins, and digital recordings will be erased in accordance with Monash University's regulations. Only the principal investigator and the researcher will have access to the filing cabinet. We aim to present and publish the results of this study in national and international conferences and peer-reviewed journals, respectively.
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Affiliation(s)
- Keivan Ahmadi
- Jeffrey Cheah School of Medicine and Health Sciences, Monash University, Sunway campus, Malaysia
| | - Daniel D Reidpath
- Jeffrey Cheah School of Medicine and Health Sciences, Monash University, Sunway campus, Malaysia
| | - Pascale Allotey
- Jeffrey Cheah School of Medicine and Health Sciences, Monash University, Sunway campus, Malaysia
| | - Mohamed Azmi Ahmad Hassali
- Discipline of Social and Administrative Pharmacy, School of Pharmaceutical Sciences, Universiti Sains Malaysia, Penang, Malaysia
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Ahmadi K, Ahmad Hassali MA. Professionalism in pharmacy: a continual societal and intellectual challenge. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:72. [PMID: 22611281 PMCID: PMC3355292 DOI: 10.5688/ajpe76472] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
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Lauffenburger JC, Vu MB, Burkhart JI, Weinberger M, Roth MT. Design of a medication therapy management program for Medicare beneficiaries: qualitative findings from patients and physicians. ACTA ACUST UNITED AC 2012; 10:129-38. [PMID: 22284582 DOI: 10.1016/j.amjopharm.2012.01.002] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2011] [Revised: 12/15/2011] [Accepted: 01/03/2012] [Indexed: 11/30/2022]
Abstract
BACKGROUND The quality of pharmacologic care provided to older adults is less than optimal. Medication therapy management (MTM) programs delivered to older adults in the ambulatory care setting may improve the quality of medication use for these individuals. OBJECTIVES We conducted focus groups with older adults and primary care physicians to explore (1) older adults' experiences working with a clinical pharmacist in managing medications, (2) physician perspectives on the role of clinical pharmacists in facilitating medication management, and (3) key attributes of an effective MTM program and potential barriers from patient and provider perspectives. METHODS Five focus groups (4 with older adults, 1 with physicians) were conducted by a trained moderator using a semistructured interview guide. Each participant completed a demographic questionnaire. Sessions were recorded, transcribed verbatim, and analyzed using qualitative analysis software for theme identification. RESULTS Twenty-eight older adults and 8 physicians participated. Older adults valued the professional, trusting nature of their interactions with the pharmacist. They found the clinical pharmacist to be a useful resource, thorough, personable, and a valuable team member. Physicians believe that the clinical pharmacist fills a unique role as a specialized practitioner, contributing meaningfully to patient care. Physicians emphasized the importance of effective communication, pharmacist access to the medical record, and a mutually trusting relationship as key attributes of a program. Potential barriers to an effective program include poor communication and lack of familiarity with the patient's history. The lack of a sustainable reimbursement model was cited as a barrier to widespread implementation of MTM. CONCLUSIONS This study provides information to assist pharmacists in designing MTM programs in the ambulatory setting. Key attributes of an effective program include being comprehensive and addressing all medication-related needs over time. The clinical pharmacist's ability to build trusting relationships with patients and providers is essential.
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Affiliation(s)
- Julie C Lauffenburger
- Division of Pharmaceutical Outcomes and Policy, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
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Williams J, Feild C, James K. The effects of a social media policy on pharmacy students' facebook security settings. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2011; 75:177. [PMID: 22171105 PMCID: PMC3230338 DOI: 10.5688/ajpe759177] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2011] [Accepted: 07/09/2011] [Indexed: 05/24/2023]
Abstract
OBJECTIVE To examine how students entering a doctor of pharmacy (PharmD) program used Facebook privacy settings before and after the college's social media policy was presented to them. METHODS The Facebook profiles of all entering first-year pharmacy students across 4 campuses of a college of pharmacy were evaluated. Ten dichotomous variables of interest were viewed and recorded for each student's Facebook account at 3 time points: before the start of the semester, after presentation of the college's social media policy, and at the end of the semester. Data on whether a profile could be found and what portions of the profile were viewable also were collected. RESULTS After introduction of the policy, a significant number of students increased their security settings (made information not visible to the public) related to Facebook walls, information pages, and links. CONCLUSIONS Making pharmacy students aware of a college's social media policy had a positive impact on their behaviors regarding online security and privacy.
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McGivney MS, Hall DL, Stoehr GP, Donegan TE. An introductory pharmacy practice experience providing pharmaceutical care to elderly patients. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2011; 75:159. [PMID: 22102749 PMCID: PMC3220340 DOI: 10.5688/ajpe758159] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2011] [Accepted: 06/09/2011] [Indexed: 05/31/2023]
Abstract
OBJECTIVE To develop, integrate, and assess an introductory pharmacy practice experience (IPPE) in providing pharmaceutical care to patients at senior centers (Silver Scripts). DESIGN First-year pharmacy students learned and practiced the pharmaceutical care process in the classroom to prepare for participation in the Silver Scripts program, in which the students, under faculty mentorship, conducted comprehensive medication reviews for senior citizens attending senior centers in Pittsburgh, Pennsylvania. ASSESSMENT Students, preceptors, and senior center staff members indicated the experience was positive. Specifically, first-year students felt they gained benefit both from an educational standpoint and in their own personal growth and development, while staff contacts indicated the patients appreciated the interaction with the students. CONCLUSION The Silver Scripts experience is a model for linking classroom experiences and experiential learning. The cycle of experiencing, reflecting, and learning has provided not only a meaningful experience for our P1 students but also a worthwhile focused review of seniors' medication use. This experience could be used as a model for other colleges and schools of pharmacy and their communities.
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Zorek JA, Katz NL, Popovich NG. Guest speakers in a professional development seminar series. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2011; 75:28. [PMID: 21519418 PMCID: PMC3073102 DOI: 10.5688/ajpe75228] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2010] [Accepted: 11/17/2010] [Indexed: 05/09/2023]
Abstract
OBJECTIVE To evaluate the impact guest speakers have on student development in a professional development seminar series. DESIGN Over a 5-semester period, presentations were given by 18 guest speakers as part of a professional development seminar series. ASSESSMENT A 28-item survey instrument was constructed and administered to 68 students to assess the impact of the guest speakers on the students' professional development. Forty-six (68%) students completed the survey instrument, and the results demonstrated the value of the guest speakers, most notably in the areas of career development and professional responsibility. CONCLUSION Exposing pharmacy students to guest speakers from varied pharmacy career paths positively impacted students' knowledge of career options and professional development.
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Affiliation(s)
- Joseph A Zorek
- College of Pharmacy, University of Illinois at Chicago, Chicago, IL 60612, USA.
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Poirier TI, Gupchup GV. Assessment of pharmacy student professionalism across a curriculum. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2010; 74:62. [PMID: 20585423 PMCID: PMC2879113 DOI: 10.5688/aj740462] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2009] [Accepted: 10/16/2009] [Indexed: 05/13/2023]
Abstract
OBJECTIVES To evaluate changes in professionalism across the curriculum among pharmacy students in different classes. METHODS A professionalism instrument was administered early in the first (P1) year, upon completing the introductory pharmacy practice experiences (IPPE) near the end of the second (P2) year, and upon completing the advanced pharmacy practice experiences (APPE) at the end of the fourth (P4) year. RESULTS The professionalism scale and its subscales were compared for the 3 time points for the class of 2009. Significant differences were noted in professionalism scores between the P1 and P4 years and for altruism, accountability, and honor/integrity subscale scores for the class of 2009. No significant differences were noted when the scores for 4 P1 classes, and 3 P2 classes were compared. CONCLUSION An increase in professionalism scores and altruism, accountability, and honor/integrity scores was demonstrated, providing evidence that the curricular and co-curricular activities in the school of pharmacy helped develop professionalism in the class of 2009 students.
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Affiliation(s)
- Therese I Poirier
- Southern Illinois University Edwardsville School of Pharmacy, IL 62026-2000, USA
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Rutter PM, Duncan G. Can professionalism be measured?: evidence from the pharmacy literature. Pharm Pract (Granada) 2010; 8:18-28. [PMID: 25152789 PMCID: PMC4140573 DOI: 10.4321/s1886-36552010000100002] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2009] [Accepted: 01/17/2010] [Indexed: 11/16/2022] Open
Abstract
The need to ensure the future pharmacy workforce demonstrates professionalism has become important to both pharmacy educators and professional bodies.
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Affiliation(s)
- Paul M Rutter
- Department of Pharmacy, School of Applied Sciences. University of Wolverhampton . Wolverhampton ( United Kingdom )
| | - Gregory Duncan
- Senior Health Services Research Fellow. Eastern Clinical School, Faculty of Medcine, Nursing and Health Sciences. Monash University . Melbourne ( Australia )
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