Professional socialization of pharmacy students: do we have the right ingredients AND the right formula for success?

Kelley, Katherine A.; DeBisschop, Michael; Donaldson, Amy R.; Hogue, Valerie W.; Joyner, Pamela U.; Schwinghammer, Terry L.; Riffee, William H.

doi:10.1016/j.cptl.2009.10.005

« Previous Next »Currents in Pharmacy Teaching and Learning
Volume 1, Issue 2 , Pages 103-109, December 2009

Professional socialization of pharmacy students: do we have the right ingredients AND the right formula for success?

Katherine A. Kelley, PhD
- College of Pharmacy, The Ohio State University, Columbus, OH
- 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
Michael DeBisschop, PharmD
- Wegmans School of Pharmacy, St. John Fisher College, Rochester, NY
Amy R. Donaldson, PharmD
- Harrison School of Pharmacy, Auburn University, Auburn, AL
Valerie W. Hogue, PharmD
- College of Notre Dame of Maryland School of Pharmacy, Baltimore, MD^†
Pamela U. Joyner, EdD, MS Pharm
- Office of Professional Education, UNC Eshelman School of Pharmacy, Chapel Hill, NC
Terry L. Schwinghammer, PharmD
- Department of Clinical Pharmacy, West Virginia University, and School of Pharmacy, Robert C. Byrd Health Sciences Center, Morgantown, WV
William H. Riffee, PhD
- College of Pharmacy, University of Florida, Gainesville, FL

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.

Keywords: Professionalism, Professionalization, Curriculum, Health professions education, PharmD education