Report of the 2019-2020 AACP Student Affairs Standing Committee

Abstract

The 2019-2020 Student Affairs Standing Committee addressed charges related to professional identity formation (PIF) in order to set direction and propose action steps consistent with Priority #3.4 of the AACP Strategic Plan, which states "Academic-practice partnerships and pharmacist-involved practice models that lead to the progress of Interprofessional Practice (IPP) are evident and promoted at all colleges and schools of pharmacy." To this end, the committee was charged to 1) outline key elements of PIF, 2) explore the relationship between formal curricular learning activities and co-or extra-curricular activities in supporting PIF, 3) determine the degree to which there is evidence that strong PIF is embedded in student pharmacists' educational experience, and 4) define strategies and draft an action plan for AACP's role in advancing efforts of schools to establish strong PIF in pharmacy graduates. This report describes work of the committee in exploring PIF and provides resources and background information relative to the charges. The committee offers several suggestions and recommendations for both immediate and long-term action by AACP and members to achieve goals related to integrating PIF into pharmacy education. The committee proposes a policy statement relative to the committee charges. Furthermore, the report calls upon the profession to develop a unified identity and incorporate support for PIF into pharmacy education, training, and practice.

A Pathway to Professional Identity Formation: Report of the 2020-2021 AACP Student Affairs Standing Committee

“…12 As a result, the 2019-2020 SAC report recommended that "AACP should initiate conversations within the profession of pharmacy to develop a unified identity" (Recommendation 2). 2 Not only do identities differ among practitioners, lack of an agreed-upon identity is evident in stakeholder opinion on the content of educational programming. For example, a study examining European community pharmacists' and pharmacy academics' views on pharmacy practice competencies found that academics emphasized the importance of research, pharmaceutical technology, and the regulatory aspects of quality, while community pharmacists concentrated more on patient care competencies.…”

“…The 2019-2020 SAC recommended that AACP should advocate for the adoption of PIF in educational and professional goal statements. 2 Since this time, ACPE has announced its intention to revise Standards 2016 with new standards that will be known as "Standards 2025". The 2020-2021 SAC affirms the prior suggestion and emphasizes that the timing is right for follow-through on the 2019-2020 recommendation.…”

“…The 2019-2020 SAC also recommended that AACP adopt professional identity and PIF as priorities in the next strategic plan. 2 Since this time, AACP has begun the strategic planning process. The 2020-2021 SAC affirms this recommendation and emphasizes that the timing is right for follow through on the 2019-2020 recommendation.…”

“…It also explores the faculty development and student support needed to engage in intentional formation of professional identity and implementation activities for colleges and schools to optimally engage in PIF. 2 1980-2009 saw major changes to pharmacy practice requiring advanced education, such as expansion of medication administration and medication therapy management; thus, the Doctor of Pharmacy became the sole degree program for pharmacists. In the present "Post-Pharmaceutical Care Era," acute and ambulatory care practice have largely evolved into the role of clinical services provider.…”

Pharmacists Are Not Mid-Level Providers

“…The 2020 AACP Student Affairs Standing Committee actively worked on professional identity formation including proposing the following adopted AACP policy statement: AACP encourages colleges and schools of pharmacy to advance education that is aimed at the intentional formation of professional identity A J P E A c c e p t e d D r a f t (ie, thinking, feeling and acting like a pharmacist) and developed and implemented in cooperation with professional pharmacy organizations within the broader pharmacy profession. 18 Regardless of titles used in interprofessional settings, perspectives of the pharmacy profession are often shaped by patients and the public at-large. While many practitioners are aware of the knowledge and skill set associated with a Doctor of Pharmacy degree, it may not be as clear to the public.…”