{"title":"Utilizing transformative learning theory to enhance professional identity formation.","authors":"Christine Pan, Jennie B Jarrett, Kathryn Sawyer","doi":"10.3389/jpps.2025.14605","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>To analyze the impact of a Transformative Learning Theory (TLT)-based toolkit on pharmacy students' self-evaluation of professional identity formation (PIF).</p><p><strong>Methods: </strong>This prospective, interventional cohort study included pre-clinical pharmacy students in a hospital skills-based course. Study participants were included if they completed the Professional Self Identity Questionnaire (PSIQ-9) and Macleod Clark Professional Identity Scale (MCPIS-9) at baseline (week 1), midpoint (week 8), and endpoint (week 15) of the course. The primary outcome was to assess the mean change in PSIQ-9 and MCPIS-9 scores from baseline to endpoint; the outcome was analyzed using the Wilcoxon-Signed Rank Test. Secondary outcomes included assessing the mean difference in questionnaire scores from baseline to midpoint and midpoint to endpoint.</p><p><strong>Results: </strong>Seventy-nine pharmacy students were eligible, with 11 (14%) completing both questionnaires at all time points and 39 (49%) completing them at baseline and midpoint. Comparing baseline and endpoint scores, there was an increase in the PSIQ-9 mean difference for teaching others and a decrease in the MCPIS-9 for feeling ashamed of the profession. No MCPIS-9 differences were found between baseline and midpoint. Three PSIQ-9 questions, communication, using patient records, and teaching others, were significant at baseline and midpoint.</p><p><strong>Conclusion: </strong>The TLT-based toolkit had a minimal impact on students' self-evaluation of PIF based on the PSIQ-9 and MCPIS-9 questionnaires over a 15-week course. Studies with larger sample sizes and longer durations are needed to provide more conclusive results.</p>","PeriodicalId":50090,"journal":{"name":"Journal of Pharmacy and Pharmaceutical Sciences","volume":"28 ","pages":"14605"},"PeriodicalIF":2.9000,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12177362/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Pharmacy and Pharmaceutical Sciences","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3389/jpps.2025.14605","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"PHARMACOLOGY & PHARMACY","Score":null,"Total":0}
引用次数: 0
Abstract
Objective: To analyze the impact of a Transformative Learning Theory (TLT)-based toolkit on pharmacy students' self-evaluation of professional identity formation (PIF).
Methods: This prospective, interventional cohort study included pre-clinical pharmacy students in a hospital skills-based course. Study participants were included if they completed the Professional Self Identity Questionnaire (PSIQ-9) and Macleod Clark Professional Identity Scale (MCPIS-9) at baseline (week 1), midpoint (week 8), and endpoint (week 15) of the course. The primary outcome was to assess the mean change in PSIQ-9 and MCPIS-9 scores from baseline to endpoint; the outcome was analyzed using the Wilcoxon-Signed Rank Test. Secondary outcomes included assessing the mean difference in questionnaire scores from baseline to midpoint and midpoint to endpoint.
Results: Seventy-nine pharmacy students were eligible, with 11 (14%) completing both questionnaires at all time points and 39 (49%) completing them at baseline and midpoint. Comparing baseline and endpoint scores, there was an increase in the PSIQ-9 mean difference for teaching others and a decrease in the MCPIS-9 for feeling ashamed of the profession. No MCPIS-9 differences were found between baseline and midpoint. Three PSIQ-9 questions, communication, using patient records, and teaching others, were significant at baseline and midpoint.
Conclusion: The TLT-based toolkit had a minimal impact on students' self-evaluation of PIF based on the PSIQ-9 and MCPIS-9 questionnaires over a 15-week course. Studies with larger sample sizes and longer durations are needed to provide more conclusive results.
期刊介绍:
The Journal of Pharmacy and Pharmaceutical Sciences (JPPS) is the official journal of the Canadian Society for Pharmaceutical Sciences. JPPS is a broad-spectrum, peer-reviewed, international pharmaceutical journal circulated electronically via the World Wide Web. Subscription to JPPS is free of charge. Articles will appear individually as soon as they are accepted and are ready for circulation.