Teaching Intellectual Humility Is Essential in Preparing Collaborative Future Pharmacists

Peña, Ike de la; Koch, Jessa

doi:10.5688/ajpe8444

Cited by 9 publications

(1 citation statement)

References 17 publications

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“…This seems to mirror the results of another study where, among barriers to collaboration, Polish pharmacy students mentioned excessive competitiveness among professions, their low respect for each other, and their unwillingness to collaborate [ 34 ]. Other indicated barriers pertain to mistrust, hierarchy, professional territoriality, and different engagement levels [ 61 ]. Additionally, in a recent survey study, Polish pharmacists identified as barriers to collaboration, among others, the absence of collaboration rules, low willingness, mutual respect and trust among professionals, as well as lack of interprofessional integration during studies, insufficient amount of time and deficient legal regulations [ 20 ].…”

Section: Discussionmentioning

confidence: 99%

Factors influencing behavioral intentions of graduating pharmacy students regarding interprofessional collaboration – a theory-driven qualitative study

Przymuszała,

Fabianowska,

Zielińska-Tomczak

et al. 2023

BMC Health Serv Res

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Background Interprofessional collaboration enhances the use of competencies of different medical team members. Additionally, pharmacists’ involvement in patient care has been shown to improve their outcomes and seems particularly valuable in chronic diseases. Therefore, due to the aging of society and the increasing prevalence of chronic diseases, efforts are needed to involve pharmacists more broadly in patient care. However, there is a limited understanding of what factors could influence their willingness to participate in an interprofessional care team, especially among pharmacy students only entering the profession. This study aimed to fill these knowledge gaps by exploring graduating pharmacy students’ intentions in this regard guided by the theory of planned behavior. Methods We conducted seventeen semi-structured interviews with graduating pharmacy students of Poznan University of Medical Sciences, which were then thematically analyzed by two researchers. Results Positive attitudes of respondents, who mentioned the possibility of acquiring new knowledge, skills, and competencies, increased prestige and appreciation of the pharmacist’s profession, a better quality of patient care, and the support and relief offered to other team members as a result of collaboration, seem to strengthen their intentions. However, they also expressed their worries about potential errors and knowledge gaps, which constituted an example of some existing negative feelings. The identified sources of generally mixed social pressure toward the behavior included other pharmacists and pharmacy students, physicians, patients, their relatives and friends, and the decision and policymakers. Finally, their intentions may also be weakened by the mentioned perceived behavioral control aspects, like their level of pharmaceutical and clinical knowledge, skills, and experience, their knowledge of representatives of other professions and collaboration, the atmosphere at their future place of work, co-workers’ potential reluctance to collaborate with them, finding time for collaboration, the existence of incentives and gratification system, and existing legal regulations. Conclusions The attitudes of graduating pharmacy students toward interprofessional collaboration seem mostly positive, but their intentions might be weakened by the mixed sense of social pressure and factors decreasing their perceived behavioral control.

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Section: Discussionmentioning

confidence: 99%

Factors influencing behavioral intentions of graduating pharmacy students regarding interprofessional collaboration – a theory-driven qualitative study

Przymuszała,

Fabianowska,

Zielińska-Tomczak

et al. 2023

BMC Health Serv Res

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“I Feel Like a Real Chemist Right Now”: Epistemic Affect as a Fundamental Driver of Inquiry in the Chemistry Laboratory

Agustian,

Gammelgaard,

Rangkuti

et al. 2024

Science Education

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Affect and emotions matter to science learning. They also matter because they are integral to science identity formation and sense of belonging. This study aims to foreground the epistemic and affective character of laboratory work in higher science education by conceptualizing it as epistemic practice, in which students activate their body and mind in discursive processes of proposing, communicating, and evaluating knowledge. On this conceptualization is an emerging construct, “epistemic affect,” which refers to how one feels when engaging with epistemic practices. Several methods were used to provide triangulated evidence for student learning processes and lived experiences in the chemistry laboratory. Students were observed and interviewed using custom protocols based on previously validated works. The empirical materials consist of audio recordings and transcripts of focus group interviews, audio and video recordings of students doing an experiment in analytical chemistry, verbatim transcripts of utterances and non‐verbal cues, as well as instructional artifacts (laboratory manuals, textbooks, and reports). Key findings from the study reveal a range of epistemic emotions experienced by students, including curiosity, frustration, and joy, which are intertwined with their engagement in experimental work and exploration of scientific principles. The study also identifies affective constructs such as confidence, pride, and humility, which contribute to students’ identity development within the context of laboratory‐related epistemic practices. These affective experiences are situated in the embodied nature of laboratory work, where failures and mistakes are common, but also serve as opportunities for learning. The research underscores the importance of recognizing and addressing the affective dimensions of learning in the chemistry laboratory. It suggests that fostering positive epistemic emotions and resolving negative ones can enhance students’ learning experiences and engagement with science. The study calls for a more holistic approach to chemistry education that acknowledges the role of emotion in laboratory‐related epistemic practices.

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“I am not any Greater than you are” Cultivation of Humility in Higher Education through Mentoring

Kumar,

Prieto-Flores

2024

Innov High Educ

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This study investigated the experiences of college-student mentors to gain a nuanced understanding of ‘humility’ in higher education (HE) and to illuminate how it operates within mentoring dyads. Seventeen mentors, comprising both undergraduate (9) and graduate (8) students, were interviewed in this exploratory qualitative research. One-on-one semi-structured interviews were employed as the primary method of data collection. The analysis followed a deductive approach guided by the HEXACO (Honesty-Humility, Emotionality, Extraversion, Agreeableness, Conscientiousness, Openness) personality framework. While the mentors’ narratives are situated within the Indian context, the study appraises implications for the broader landscape of HE. The investigation shows that mentors viewed humility as essential. They demonstrated it by reflecting on their own humility, adjusting their behavior to guide mentees toward program goals effectively, and navigating relationships in a socio-culturally humble manner. Additionally, humility was also found to be instrumental in resolving conflicts and enhancing the quality of mentorship. The study fills a critical gap in HE and mentoring literature and underscores the role of humility in fostering generativity and socially responsible leadership among college-student mentors. The outcome also encourages HE institutions to leverage mentoring programs to cultivate humility in their students, preparing them holistically for the professional world by integrating personal growth with technical expertise.

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Teaching Intellectual Humility Is Essential in Preparing Collaborative Future Pharmacists

Cited by 9 publications

References 17 publications

Factors influencing behavioral intentions of graduating pharmacy students regarding interprofessional collaboration – a theory-driven qualitative study

Factors influencing behavioral intentions of graduating pharmacy students regarding interprofessional collaboration – a theory-driven qualitative study

“I Feel Like a Real Chemist Right Now”: Epistemic Affect as a Fundamental Driver of Inquiry in the Chemistry Laboratory

“I am not any Greater than you are” Cultivation of Humility in Higher Education through Mentoring

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