Evolution of a Cocurricular Program to Support Student Professional Identity Formation

Mekonnen, A.; Hanson, Kierstan; DeLellis, Teresa; Campbell, Jennifer A.

doi:10.1016/j.ajpe.2023.100083

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…Mekonnen and colleagues (2023) described a PIF-related co-curricular program and analyzed the student's reflections for Accreditation Council for Pharmacy Education Standards 3 and 4 which are described as “Approach to Practice and Care and Personal and Professional Development,” respectively. 31 , 32 Arnoldi and colleagues (2022) mixed methods study analyzed reflection essays from first and second professional year students. The students felt the co-curricular experiences had the greatest impact on their PIF.…”

Section: The Emergence Of Pif In Healthcare Professional Educationmentioning

confidence: 99%

Mitigating stereotypes and bias in professional identity formation for those with marginalized identities

Rosario,

Wollen

2024

Exploratory Research in Clinical and Social Pharmacy

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Section: The Emergence Of Pif In Healthcare Professional Educationmentioning

confidence: 99%

Mitigating stereotypes and bias in professional identity formation for those with marginalized identities

Rosario,

Wollen

2024

Exploratory Research in Clinical and Social Pharmacy

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“…Immersion into authentic practice experiences (i.e., experiential training, pharmacy workplace [10][11][12], and cocurriculum [13][14][15]) have been the hallmarks of PIF. Far more challenging, yet crucial to laying groundwork and complementing PIF in authentic settings, is the incorporation of meaningful PIF exercises within the classroom, in the didactic component of the curriculum.…”

Section: Pif Exercises In Didactic Pharmacy Curricula With Focus On C...mentioning

confidence: 99%

Exploring the Impact of a Vicarious Learning Approach on Student Pharmacists’ Professional Identity Formation Using a Simulated Pharmacist–Patient Encounter

Briceland,

Dudla,

Watson

et al. 2023

Pharmacy

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Purposefully developed professional identity formation (PIF) learning activities within the didactic curriculum provide crucial groundwork to complement PIF within authentic settings. The aim of this didactic exercise was to explore the impact upon student pharmacists’ PIF after viewing, analyzing, and reflecting upon a simulated pharmacist–patient encounter (PPE). A 12 min role-play video was created, featuring a pharmacist counseling a standardized patient on a new medication regimen; foundational principles of medication safety, health literacy, social determinants of health, empathic communication, and motivational interviewing were included in the counseling, with some aspects intentionally performed well, others in need of improvement. Also included were the patient’s varied reactions to the counseling. Students assumed the observer role and learned vicariously through viewing the PPE. Postactivity debriefs included justifying a foundational principle performed well by the pharmacist, and another in need of improvement, and a self-reflection essay expressing the impact of viewing the PPE on their PIF, from which extracts were thematically analyzed for impact. The main themes of the impact included increased awareness of counseling techniques, patient-friendly medical jargon, patient perspectives/empathy, positive and negative pharmacist role-modeling, and the value of the observer role. This PPE exercise enhanced PIF in terms of students thinking, acting, and feeling like a pharmacist, based on students’ self-reflections, which most often referenced effective pharmacist–patient communication and enacting optimal patient care.

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Assessment of Student Pharmacists’ Co-Curricular Professionalization Using an Impact Scale

Briceland,

Veselov,

Bach

2024

Pharmacy

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Co-curricular participation is a required component of the pharmacy program. Assessment of co-curricular activities has proven challenging due to lack of manpower to address the workload of reviewing multiple critical reflections. This project documented the professionalization impact of co-curricular involvement and secondarily explored the utility of our assessment tool, the Co-curricular Impact Scale (CIS), developed to streamline the assessment process. First- through third-professional-year students (P1, P2, P3) participated in five co-curricular domains: (i) professional development/education; (ii) patient care service; (iii) legislative advocacy; (iv) leadership/service to the pharmacy profession; and (v) healthcare-related community service. For the CIS, 16 questions were developed and mapped to 11 educational outcomes and included assessing the impact of immersing in an authentic learning experience, collaborating with healthcare professionals, and preparing for the pharmacist role. A group of 296 students rated the impact of participation as low, moderate, or significant for five events annually. Based on 717 entries, the two attributes deemed most impactful were: “Activity immersed me in an authentic learning experience” (95% ≥ Moderate Impact) and “Activity improved my self-confidence” (93% ≥ Moderate Impact). P1 students found slightly less impact in co-curricular participation (83.5%) than P2 (88.4%) and P3 (86.8%) counterparts. The CIS proved to be an efficient method to collate impact of co-curricular involvement upon student professionalization.

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Evolution of a Cocurricular Program to Support Student Professional Identity Formation

Cited by 3 publications

References 3 publications

Mitigating stereotypes and bias in professional identity formation for those with marginalized identities

Mitigating stereotypes and bias in professional identity formation for those with marginalized identities

Exploring the Impact of a Vicarious Learning Approach on Student Pharmacists’ Professional Identity Formation Using a Simulated Pharmacist–Patient Encounter

Assessment of Student Pharmacists’ Co-Curricular Professionalization Using an Impact Scale

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