Development of an Instrument to Measure Professionalism

Objective. To assess the impact of team-based learning (TBL) in a foundational pharmacokinetics course. Design. The course was arranged into 5 modules based on the TBL format. Each module contained preclass preparation; readiness-assurance process; and in-class, clinical cases. Survey instruments on professionalism and attitudes of team learning were administered pre-and post-course. Assessment. Examination grades focused at the evaluation/creation level were significantly higher in the TBL format compared with the previous year. Professionalism scores increased over the course of the semester, particularly in altruism and honesty. Other measures of team-learning attitudes significantly increased over time, although there was no change in major subscales. End-of-semester course evaluations showed improvements in active engagement and in various areas of skill development. Conclusion. The TBL format can be used successfully in a foundational pharmacokinetics course to increase higher levels of learning, team-learning skills, and professionalism in pharmacy students.

Section: Designmentioning

confidence: 99%

The Impact of Team-Based Learning on a Foundational Pharmacokinetics Course

Persky

2012

“…The variables to be assessed were derived from the Physicianship Evaluation Form 16 because of its alignment with variables identified in American Pharmacists Association/Academy of Student Pharmacists/ American Association of Colleges of Pharmacy (APhA-ASP/AACP) white paper on student professionalism, as well as those assessed by Hammer and Chisholm. 2,8,17 The major domains in the Physicianship Evaluation Form include reliability and responsibility, self-improvement and adaptability, relationships with others, and upholding principles. The researchers revised the individual items to make them applicable to pharmacy education and added a fifth domain: citizenship and professional engagement.…”

Section: Methodsmentioning

confidence: 99%

“…The items from the new instrument were mapped to items in instruments developed by Hammer 2 and Chisholm, 8 as well as to the traits of a professional described by the APhA-ASP/AACP white paper on student professionalism. 17 They also were reviewed for face validity by pharmacy faculty and students at each institution.…”

Section: Methodsmentioning

confidence: 99%

“…2 The instrument developed by Chisholm and colleagues is based on the American Board of Internal Medicine's (ABIM's) 6 tenets of professionalism and measures attitudinal aspects of professionalism by means of selfassessment. 8 Lerkiatbundit reported on the development of an attitudinal self-assessment of professionalism, 9 and on the validation of this instrument to measure change in professional attitudes over time. 10 This instrument contains 6 subscales and is based on earlier works by Schack and Helper that measured attitudinal professionalism in pharmacists.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Cross-Validation of an Instrument for Measuring Professionalism Behaviors

Kelley

Stanke

Rabi³

et al. 2011

Objective. To cross-validate an instrument to measure behavioral aspects of professionalism in pharmacy students using a rating scale that minimizes ceiling effects. Methods. Seven institutions collaborated to create a 33-item assessment tool that included 5 domains of professionalism: (1) Reliability, Responsibility and Accountability; (2) Lifelong Learning and Adaptability; (3) Relationships with Others; (4) Upholding Principles of Integrity and Respect; and (5) Citizenship and Professional Engagement. Each item was rated based on 5 levels of competency which were aligned with a modified Miller's Taxonomy (Knows, Knows How, Shows, Shows How and Does, and Teaches). Results. Factor analyses confirmed the presence of 5 domains for professionalism. The factor analyses from the 7-school pilot study demonstrated that professionalism items were good fits within each of the 5 domains.Conclusions. Based on a multi-institutional pilot study, data from the Professionalism Assessment Tool (PAT), provide evidence for internal validity and reliability. Use of the tool by external evaluators should be explored in future research.

“…1 Tools are available to measure pharmacy student professionalism as a comprehensive construct in and of itself 2,3 or its specific elements such as professional commitment 4 and attitudes toward pharmaceutical care. 5 However, less attention has been devoted to exploring determinants of students' professional attitudes and behaviors or the mechanisms underlying their formation.…”

Section: Introductionmentioning

confidence: 99%

Instrument to Measure Psychological Contract Violation in Pharmacy Students

Spies¹,

Wilkin

Bentley

et al. 2010

Objectives. To adapt and evaluate an instrument that measures perceived psychological contract violations in pharmacy students by schools and colleges of pharmacy. Design. A psychological contract violations measure was developed from existing literature and the 1997 ACPE Guidelines and pilot-tested with second-year pharmacy students at 2 schools of pharmacy. A revised measure then was administered to second-year pharmacy students at 6 schools of pharmacy. Using a 5-point Likert-type scale, participants were asked to indicate the level of obligations they received compared to what was promised by the school of pharmacy.Results. Exploratory factor analysis on the psychological contract violations measure was conducted using principal components analysis resulting in 7 factors, which led to a revised measure with 26 items. Using a sample of 339 students, the proposed 7-factor measurement model was tested using confirmatory factor analysis. In general, the results supported the hypothesized model. The final 23-item scale demonstrated both reliability and validity. Some students perceived certain aspects of the psychological contract that exists with their school of pharmacy were being violated. Conclusion. The psychological contract violations measure may serve as a valuable tool in helping to identify areas where their students believe that schools/colleges of pharmacy have not fulfilled promised obligations.