Professional socialization of pharmacy students: do we have the right ingredients AND the right formula for success?
Abstract
The development of professional attitudes and behaviors in students who will become pharmacists is an important outcome for pharmacy education. The literature in higher education has shown that student engagement during college leads to positive learning outcomes as well as the development of character. Assuming that character development and professionalism development are parallel processes, this preliminary research seeks to describe first-year experience (FYE) programming and health professional schools' programming intended to promote professional behavior.
Objectives
(1) To compare strategies used by undergraduate FYE programs to enhance student engagement with approaches used by professional doctoral programs to improve professionalism; and (2) to recommend methods of improving development of professionalism in pharmacy education.
Methods
Interviews were conducted with FYE leaders and professional school leaders in six US universities that have pharmacy schools. An analysis of the literature in higher education on student engagement and FYE was conducted.
Results
Both FYE and professional programs used orientation programs, course work, and student codes of conduct to develop character or professionalism, respectively. The FYE programs included more reflective/writing activities, peer mentoring, and diversity activities than professional schools.
Conclusions
The undergraduate FYE is a useful framework for developing professional attitudes and behaviors in pharmacy students. Recommendations for pharmacy education include: (1) incorporating professionalism development into program mission statements; (2) communicating the importance of developing professionalism to students; (3) offering activities aimed at professional development; and (4) engaging students fully in these activities.
aCollege of Pharmacy, The Ohio State University, Columbus, OH
bWegmans School of Pharmacy, St. John Fisher College, Rochester, NY
cHarrison School of Pharmacy, Auburn University, Auburn, AL
dCollege of Notre Dame of Maryland School of Pharmacy, Baltimore, MD†
eOffice of Professional Education, UNC Eshelman School of Pharmacy, Chapel Hill, NC
fDepartment of Clinical Pharmacy, West Virginia University, and School of Pharmacy, Robert C. Byrd Health Sciences Center, Morgantown, WV
gCollege of Pharmacy, University of Florida, Gainesville, FL
Corresponding author. Katherine A. Kelley, PhD, Assistant Dean for Assessment and Accreditation, The Ohio State University, College of Pharmacy, 500 West 12th Ave., Columbus, OH 43210
† Research completed while on faculty at Howard University, School of Pharmacy, Washington, D.C.