Developing Professional Identity in Undergraduate Pharmacy Students: A Role for Self-Determination Theory

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

doi:10.3390/pharmacy5020016

Cited by 45 publications

(59 citation statements)

References 49 publications

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“…16 Research with a focus on pedagogies, which support the individual (psychological) level is lacking, therefore a framework that is informed by an understanding of the mechanism behind individual identity development is needed. 16 To address this issue, Mylrea and colleagues 17 have proposed Deci and Ryan's 18,19 self-determination theory (SDT) as a relevant framework upon which to base pedagogical approaches to PIF.…”

Section: -13mentioning

confidence: 99%

“…17 The program employed autonomy-supportive teaching 22 techniques and was designed to provide students in their first year of study with the opportunity to begin to think, act and feel like a pharmacist. This study also evaluated the PIP and tested the hypothesis that the introduction of the PIP across the first two years of a pharmacy program would increase student professional identity and autonomy.…”

Section: -13mentioning

confidence: 99%

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Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Mylrea

Gupta

Glass

2019

American Journal of Pharmaceutical Education

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Objective. The purpose of this study was to design and evaluate a Professional Identity Program (PIP), based on Self-determination theory (SDT), for commencing pharmacy students.Methods. The PIP, featuring autonomy-supportive teaching approaches, was delivered as ten workshops, integrated into the existing pharmacy course structure over four, thirteen-week semesters (2 years). The program was evaluated using a student satisfaction survey and two previously validated tools, measuring professional identity (MCPIS-9) and motivation to study pharmacy (Pharm-S). Non-parametric statistical techniques were used to analyze group scores before and after the PIP. Baseline data were collected by surveying a cohort of commencing students, who would not receive the PIP.Results. Scores on the motivation-based tool (Pharm-S) increased between the end of the first and second year of participation in the PIP, indicating an increase in student autonomy levels. There was however no change in scores on the professional identity measure (MCPIS-9). This suggests that while student perceived professional identity remains unchanged, the underlying motivation regulators governing identity formation are transitioning to a more autonomous state, which is increasingly intrinsic in nature. Conclusion.Students responded positively to the introduction of the PIP into their program of study. They valued opportunities to engage in activities and discussions relating to professional development and identity formation. The use of SDT-based instruction in professional identity education, facilitated increased autonomy levels in pharmacy students, with the potential to impact positively on their individual professional identity development and future professional practice.

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Section: -13mentioning

confidence: 99%

Section: -13mentioning

confidence: 99%

Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Mylrea

Gupta

Glass

2019

American Journal of Pharmaceutical Education

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“…The educational environment has been reported to enhance SD motivation in health professional education [ 9 , 18 ]. A learning environment focusing on patient-centered education seems to improve both deep and active learning as well as IM [ 17 ].…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, learning motivation is an important factor for continued professional learning in the future [ 6 ]. Some reports on the learning process and learning motivation profiles of medical and nursing students have been published [ 7 , 8 ] and a few studies have also reported on pharmacy students [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

An Analysis of the Relationship between the Learning Process and Learning Motivation Profiles of Japanese Pharmacy Students Using Structural Equation Modeling

Yamamura

Takehira

2018

Pharmacy

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Pharmacy students in Japan have to maintain strong motivation to learn for six years during their education. The authors explored the students’ learning structure. All pharmacy students in their 4th through to 6th year at Josai International University participated in the survey. The revised two factor study process questionnaire and science motivation questionnaire II were used to assess their learning process and learning motivation profiles, respectively. Structural equation modeling (SEM) was used to examine a causal relationship between the latent variables in the learning process and those in the learning motivation profile. The learning structure was modeled on the idea that the learning process affects the learning motivation profile of respondents. In the multi-group SEM, the estimated mean of the deep learning to learning motivation profile increased just after their clinical clerkship for 6th year students. This indicated that the clinical experience benefited students’ deep learning, which is probably because the experience of meeting with real patients encourages meaningful learning in pharmacy studies.

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“…Professional identity formation, which is the development of professional values, actions, and aspirations, is gaining momentum as a movement for health professions educational reform. [1][2][3][4][5] Nowhere is this movement stronger than in medical education. [1][2][3] In 2010, the Carnegie Foundation brought the issue to the forefront, stating: "professional identity formation should be the backbone of medical education."…”

Section: Introductionmentioning

confidence: 99%

A Historical Discourse Analysis of Pharmacist Identity in Pharmacy Education

Kellar

Paradis

Vleuten

et al. 2020

American Journal of Pharmaceutical Education

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Objective. To determine the discourses on professional identity in pharmacy education over the last century in North America and which one(s) currently dominate. Methods. A Foucauldian critical discourse analysis using archival resources from the American Journal of Pharmaceutical Education (AJPE) and commissioned education reports was used to expose the identity discourses in pharmacy education. Results. This study identified five prominent identity discourses in the pharmacy education literature: apothecary, dispenser, merchandiser, expert advisor, and health care provider. Each discourse constructs the pharmacist's professional identity in different ways and makes possible certain language, subjects, and objects. The health care provider discourse currently dominates the literature. However, an unexpected finding of this study was that the discourses identified did not shift clearly over time, but rather piled up, resulting in students being exposed to incompatible identities. Conclusion. This study illustrates that pharmacist identity constructs are not simple, self-evident, or progressive. In exposing students to incompatible identity discourses, pharmacy education may be unintentionally impacting the formation of a strong, unified healthcare provider identity, which may impact widespread practice change.

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Developing Professional Identity in Undergraduate Pharmacy Students: A Role for Self-Determination Theory

Cited by 45 publications

References 49 publications

Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

An Analysis of the Relationship between the Learning Process and Learning Motivation Profiles of Japanese Pharmacy Students Using Structural Equation Modeling

A Historical Discourse Analysis of Pharmacist Identity in Pharmacy Education

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