Identifying Perceptions of Professionalism in Pharmacy Using a Four-Frame Leadership Model

Abstract

Objectives. To determine whether professionalism in pharmacy education is addressed from Bolman and Deal's four-frame leadership model. Methods. Students (N 5 624), faculty (N 5 57), preceptors (N 5 56), and academic administrators (N 5 8) at 6 colleges and schools of pharmacy were surveyed to assess professionalism. Using grounded theory methodology and a constant comparative process, common themes were identified for each question in each group. Themes were assigned to the four-frame model and the data were compared. Results. Mechanisms of addressing professionalism consistent with all 4 frames of the Bolman and Deal's model were identified. Faculty assessment of student professionalism was significantly lower (P , 0.05) than the student group, preceptors, and administrators. Conclusions. Mechanisms of addressing professionalism in pharmacy education span all four frames of Bolman and Deal's leadership model. The values students bring into a pharmacy program may play an important role in the process of professional socialization. Faculty members have a tremendous opportunity to enhance student professionalism with their daily verbal and nonverbal interactions with students.

How do pharmacy students learn professionalism?

“…This study has re-emphasised the importance of role models on the professional socialisation of pharmacy students, [12,31,32] mirroring similar findings for medical students. [30,33] Role models have also been noted as crucial in several longitudinal studies in medicine and nursing in predicting students' practice behaviour following training.…”

Early Introduction to Professional and Ethical Dilemmas in a Pharmaceutical Care Laboratory Course

“…The most widely published topics include the relevance and importance of professionalism, professionalism in experiential education, and the display of professional attitudes through social media and during clinical practice experiences. [23][24][25][26][27][28][29][30][31] Conversely, studies supporting efforts in the didactic curriculum are limited to 3 studies. A cross-sectional study at the University of Georgia surveyed first-year through fourth-year pharmacy students to assess if professional behaviors within the school aligned with the school's professionalism curricular competency statement.…”

Swedish Students' and Preceptors' Perceptions of What Students Learn in a Six-Month Advanced Pharmacy Practice Experience

“…24,25 While learning outcomes for an APPE are stated and assessed in educational practice, little qualitative research has focused on students' and preceptors' perspectives on what is learned during an APPE. A broader understanding …”