Indicators, influences, and changes in professional identity formation in early experiential learning in community pharmacy

Kennie‐Kaulbach, Natalie; Gormley, Hannah; Davies, Harriet; Whelan, Anne Marie; Framp, Heidi; Price, Sheri; Janke, Kristin K.

doi:10.1016/j.cptl.2023.04.012

Cited by 7 publications

(4 citation statements)

References 37 publications

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“…A subsequent study involving the same cohort of students, such as the Class of 2025, could shed light on how their understanding of pharmacists' roles evolves over time as they progress through the Doctor of Pharmacy program, thus influencing their professional identity formation. Arts-informed research methods could be used to explore the challenges students face as they navigate the ever-changing and diverse health care system, particularly as they work with pharmacists during their clinical placements [26].…”

Section: Discussionmentioning

confidence: 99%

“…Within pharmacy education, professional identity formation is considered a major curricular goal [1,3,23]. To this end, educational programs may include elements such as acquiring knowledge in the field, engaging in reflective writing, interacting with peers, observing role models, receiving feedback, and benefiting from mentoring relationships [5,[24][25][26][27][28][29][30]. Arts-based activities, including drawing, writing, maskmaking, and storytelling, have been employed to support the formation of professional identity for medical students [31][32][33][34][35].…”

Section: Introductionmentioning

confidence: 99%

“…The professional role of the pharmacist includes social titles such as "apothecary" or "pharmacist", both of which are closely linked to professional identity; various similar titles may be integrated into the self-concept of pharmacy practitioners [36]. In pharmacy education, early exposure to and exploration of the pharmacist role in society is important to professional identity formation [1,2,5,26]. Students' perceptions of this role are integral to the process of professional identity formation [37].…”

Section: Introductionmentioning

confidence: 99%

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Pharmacy Students’ Perceptions of the Pharmacist Role: An Arts-Informed Approach to Professional Identity Formation

Noyen,

Sanghera,

Kung

et al. 2023

Pharmacy

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Elements of professional identity are closely intertwined with professional roles, and individuals perceive themselves in relation to their roles. How pharmacists perceive their professional identity influences how they enact their roles in practice. For pharmacy students, understanding the pharmacist role and envisioning themselves in that role supports the formation of their professional identity. This study explores students’ perceptions of the pharmacist role. First-year pharmacy students enrolled in the Doctor of Pharmacy program at the University of Alberta were invited to participate in this study. Using an adapted version of the draw-and-write technique, participants were asked to express their understanding of the pharmacist role visually. An analysis of the results was guided by established discourses related to pharmacist identity derived from pharmacy education literature. In total, 100 pharmacy students participated in this study. The findings indicate that pharmacy students have a comprehensive understanding of the pharmacist role, especially the dispenser and health care provider aspects of a pharmacist’s professional identity. Additionally, students acknowledged the involvement of pharmacists in health care teams, in public health, and primary health care services. A discourse related to professional identity, the multi-faceted professional, emerged to describe the coexistence of multiple roles in modern pharmacy practice. An arts-based activity successfully facilitated the exploration of pharmacy students’ perceptions of the professional role of pharmacists. This approach has potential in supporting instruction regarding professional identity formation within the curriculum.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Pharmacy Students’ Perceptions of the Pharmacist Role: An Arts-Informed Approach to Professional Identity Formation

Noyen,

Sanghera,

Kung

et al. 2023

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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A Narrative Inquiry of Critical Events Supporting Professional Identity Formation in Introductory Pharmacy Practice Experiences

Kennie-Kaulbach,

Crespo,

Janke

et al. 2024

American Journal of Pharmaceutical Education

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Indicators, influences, and changes in professional identity formation in early experiential learning in community pharmacy

Cited by 7 publications

References 37 publications

Pharmacy Students’ Perceptions of the Pharmacist Role: An Arts-Informed Approach to Professional Identity Formation

Pharmacy Students’ Perceptions of the Pharmacist Role: An Arts-Informed Approach to Professional Identity Formation

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

A Narrative Inquiry of Critical Events Supporting Professional Identity Formation in Introductory Pharmacy Practice Experiences

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