Professionalism: A Determining Factor in Experiential Learning

Boyle, Cynthia J.; Beardsley, Robert S.; Morgan, Jill A.; Bittner, Magaly Rodríguez de

doi:10.5688/aj710231

Cited by 44 publications

(39 citation statements)

References 2 publications

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“…Experience at the University of Maryland School of Pharmacy has shown that culture change can be accomplished, with a corresponding improvement in student professionalism. 26 The School of Pharmacy at Auburn University has taken a more comprehensive approach to instilling professional values and reports signs of success. 27 Hammer et al provide a detailed, comprehensive explanation of strategies that can be used to develop a culture that promotes professionalism.…”

Section: Fostering Professionalismmentioning

confidence: 99%

The Taxonomy of Professionalism: Reframing the Academic Pursuit of Professional Development

Brown¹,

Ferrill²

2009

Am J Pharm Educ

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Student professionalism continues to be an elusive goal within colleges and schools of pharmacy. Several reports have described the nature of professionalism and enumerated the characteristic traits of a professional, but educational strategies for inculcating pharmacy students with attitudes of professionalism have not been reliably effective. Some authors have suggested the need for a standard definition. If the goal can be more clearly conceptualized by both faculty members and students, and the moral construct of the fiduciary relationship between pharmacist and patient better understood, the development of professional values and behaviors should be easier to achieve. This paper describes a new approach to defining professionalism that is patterned after Bloom's Taxonomy of Educational Objectives. It includes the general concept of patient care advocacy as an underlying paradigm for a new pharmacy practice model, and defines 5 behavioral elements within each of the 3 domains of professionalism: competence, connection, and character.

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Section: Fostering Professionalismmentioning

confidence: 99%

The Taxonomy of Professionalism: Reframing the Academic Pursuit of Professional Development

Brown¹,

Ferrill²

2009

Am J Pharm Educ

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“…For example, IPPEs have been evaluated via surveys and written assignments and noted to have a positive impact on achieving outcomes, providing patient care, and altering attitudes or behaviors (eg, confidence, professionalism). [2][3][4][5][6][7][8][9][10][11] Similarly, portfolios 12,13 and assessment plans 14 have been evaluated. However, a longitudinal examination of the impact of curricular revisions to address accreditation standards has not been completed.…”

Section: Discussionmentioning

confidence: 99%

“…The Standards specifically states ''The introductory pharmacy practice experiences should begin early in the curriculum, be interfaced with didactic course work that provides an introduction to the profession, and continue in a progressive manner leading to entry into the advanced pharmacy practice experiences.'' 1 The literature contains examples of the positive impact of select aspects (eg, IPPEs, [2][3][4][5][6][7][8][9][10][11] portfolios, [12][13] This study compared students' preparedness for their first APPE after completing the first 3 years of a curriculum revised to fully address Standards 2007 with that of a group of students who completed the curriculum before the revisions were implemented.…”

Section: Introductionmentioning

confidence: 99%

Implementing Standards 2007 to Improve Students’ Preparation for Advanced Pharmacy Practice Experiences

Mort

Laible

Johnson

2011

American Journal of Pharmaceutical Education

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Objective. To examine the impact of implementation of the Accreditation Council for Pharmacy Education's (ACPE's) Standards 2007 on pharmacy students' preparation for their first advanced pharmacy practice experience (APPE). Design. The doctor of pharmacy (PharmD) curriculum was altered to include introductory pharmacy practice experiences (IPPE), second-year therapeutics, classroom integration of practice experiences, more biomedical sciences, an electronic portfolio system, life-long learning exercises, and additional content based on Appendix B of Standards 2007. Curricular outcomes and the assessment plan also were revised based on Standards 2007. Assessment. To evaluate the impact of these changes to the curriculum, faculty members rated 9 behaviors of students observed during the third week of their first APPE and compared their scores with those of students who were evaluated in 2004 before the curriculum had been revised. Students completing the revised curriculum performed all 9 behaviors more often and had a better average score than students evaluated in 2004.

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“…Preceptors also have a responsibility to students which includes providing them with explicit instructions about requirements and expectations, providing feedback about performance concerns in a timely fashion, and completing an accurate evaluation of students' accomplishments during the rotation (Boyle, 2007;Brainard, 2007). Furthermore, preceptors should not be reluctant to assign failing grades to students who have not met the requirements of an APPE.…”

Section: Responsibilities Of the Educatormentioning

confidence: 99%

The Challenges of Professional Development in the Evolving World of Pharmacy Education

Motycka

Williams²,

Hogan³

et al. 2014

JCT

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The primary purpose of schools and colleges of pharmacy is to produce pharmacists capable of providing competent patient centered care. To accomplish this goal, pharmacy students must learn and retain a great deal of knowledge as well as develop professional attitudes and behaviors. In recent years, several articles have been published questioning the professionalism of pharmacy students and whether colleges of pharmacy are promoting professionalism (Hammer, 2003;Chisholm, 2004). Professionalism has a broad definition and encompasses every aspect of the duty of a pharmacist. The definition of professionalism and a discussion of professional socialization roadblocks are important considerations when establishing guidance to students and faculty. Responsibilities of the student and responsibilities of the educator should be clear to all involved. E-professionalism presents a new consideration when outlining professionalism standards to pharmacy students and should be addressed as well. Colleges of pharmacy must develop methodologies to aid in the development of professionalism among pharmacy students in all types of learning environments, whether a student attends a traditional campus or a distance campus. Finally, with the implementation of distance campuses, professionalism is presented with new and unique challenges which require continuous evaluation to prevent negative outcomes.

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Professionalism: A Determining Factor in Experiential Learning

Cited by 44 publications

References 2 publications

The Taxonomy of Professionalism: Reframing the Academic Pursuit of Professional Development

The Taxonomy of Professionalism: Reframing the Academic Pursuit of Professional Development

Implementing Standards 2007 to Improve Students’ Preparation for Advanced Pharmacy Practice Experiences

The Challenges of Professional Development in the Evolving World of Pharmacy Education

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