Student Attitudes, Values, and Beliefs Regarding Professionalism

Abstract

Objectives. To determine student agreement with objectives in our college professionalism curricular competency statement and to identify student perceptions about professional behavior within the college of pharmacy. Methods. Two hundred forty students (60 per curricular year) were randomly selected to participate in a cross-sectional survey. A 5-point Likert scale (strongly disagree to strongly agree) was used to rate 42 survey items.Results. Survey response rates by professional year (1 to 4) were 43 (71.1%), 47 (78.3%), 47 (78.3%), and 40 (66.7%). Agreement rates for survey items related to the college professional competency objectives varied from 79% to 100%. Third-year students had lower agreement rates than first-year students for 5 of 8 statements related to professionalism within the College. Conclusion. Students agreed that objectives listed in the college professional curricular competency reflected behaviors consistent with pharmacy professionals. Students agreed that the College should and did teach professionalism, and that the words and actions of faculty members' and themselves conveyed professionalism. In comparison, students, particularly those in their third year, believed that their classmates' words and actions less often conveyed professionalism.

Professionalism of future medical professionals in Universiti Sultan Zainal Abidin, Malaysia

“…Intradepartmental and interdepartmental teamwork, livelihood and mutual respect are very much needed for promoting educational development rather than competitive insolence (Salam et al, 2011c). Multiple studies reported that students' assertiveness headed for professionalism have a tendency to decline for the period of the years of training (Brown et al, 2009;Duke et al, 2005). The current study revealed that out of the total score of 220, year-I and II respondents score was 175.2 and 172.9 respectively.…”

“…The current study revealed that out of the total score of 220, year-I and II respondents score was 175.2 and 172.9 respectively. Although there was no significant differences but it corresponds with the publication of others (Brown et al, 2009;Duke et al, 2005).…”

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

“…14, 15 Schwirian and Facchinetti demonstrated that student negativity toward pharmacy seemed to parallel faculty attitudes. 14 Reynolds concluded that professionalism is best learned from clinical faculty role models who manifest values and beliefs that put the patient first.…”

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

“…The several professionalism instruments that have been developed to assess student professionalism also follow this general pattern. [19][20][21] Hammer's review of professionalism in pharmacy education details an exhaustive discussion of the factors involved in professional student development. 3 Several issues raised in this study reinforce these principles.…”