Insights from a survey on professional identity formation activities in pharmacy skills laboratory courses

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Apryl N. Peddi , Kevin N. Astle , Lisa Hong , Brittany L. Riley , Melissa Ruble , Lisa Vandervoort , Laura Knockel
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Abstract

Introduction

Professional identity formation (PIF) is the process of internalizing a profession's values, norms, and standards to “think, act, and feel” like a member of that community, making it essential to incorporate into learners' development. The purpose of this article is to characterize how and to what extent PIF-related activities are currently integrated into pharmacy skills laboratory courses.

Methods

An electronic survey was sent to pharmacy faculty who teach in skills laboratory courses about how PIF is described to students and its differentiation from professionalism, how it is integrated into the pharmacy curriculum, the type of pharmacy skills laboratory activities currently in the curriculum related to PIF, and how PIF is assessed in skills laboratory courses.

Results

Survey respondents from all eight National Association of Boards of Pharmacy Districts provided with 34 individual responses representing 25 unique schools. Most respondents reported incorporating PIF into their curriculum, most commonly in experiential education (23.9 %), skills laboratory courses (21.1 %), and co-curricular activities (23.9 %). In skills laboratory courses, PIF development was included in lectures, individual activities, team-based activities, reflections, and small-group discussions. Descriptions provided by respondents mentioned prescription product preparation, patient counseling, patient cases, role-playing activities, reflections, cases with clinical uncertainty or ambiguity, interprofessional activities, and professionalism.

Conclusion

The incorporation of PIF-related activities into skills laboratory courses is not widespread. There is room for improving faculty understanding of PIF and differentiation from professionalism.
药学技能实验课职业认同形成活动的调查分析
职业认同形成(PIF)是将一个职业的价值观、规范和标准内化的过程,以“思考、行动和感觉”作为该社区的一员,使其融入学习者的发展中至关重要。本文的目的是描述pif相关活动目前如何以及在多大程度上整合到药学技能实验课程中。方法向教授技能实验课程的药学教师发送了一份电子调查,调查内容包括如何向学生描述PIF及其与专业精神的区别,如何将其整合到药学课程中,目前与PIF相关的课程中药学技能实验活动的类型,以及如何在技能实验课程中评估PIF。调查结果来自全美8个药房区委员会协会的受访者提供了34份个人回复,代表25所独特的学校。大多数受访者报告将PIF纳入他们的课程,最常见的是体验教育(23.9%),技能实验课程(21.1%)和课外活动(23.9%)。在技能实验课程中,PIF的发展包括在讲座、个人活动、团队活动、反思和小组讨论中。受访者提供的描述包括处方产品制备、患者咨询、患者病例、角色扮演活动、反思、临床不确定或模棱两可的病例、跨专业活动和专业精神。结论将pif相关活动纳入技能实验课程的情况并不普遍。教师对PIF的理解和与专业的区分仍有提高的空间。
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来源期刊
Currents in Pharmacy Teaching and Learning
Currents in Pharmacy Teaching and Learning EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
2.10
自引率
16.70%
发文量
192
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