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Pharmacy Professionalism Toolkit for Students and
Faculty
Provided by the APhA-ASP/AACP Committee on Student Professionalism
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EXPERIENTIAL EDUCATION
Student Orientation
Description of activity
The goal of orientation is to provide an introduction to and review of
the upcoming academic calendar and activities. The duration of
orientation differs across institutions and academic years. Curricular
content and experiential programming determine areas of review and
discussion. Those institutions who offer experiential activities as part
of a course will provide orientation differently than those who require
distinct visits. Many combinations exist; however, the commonalities
that all should address include:
- Experiential education goals and objectives
- Responsibilities of Experiential Education personnel and department
policies and procedures
- Student, preceptor, and site responsibilities
- Evaluation process
Rationale
Orientation provides a wonderful opportunity to introduce and reinforce
professional attitudes, values, and behaviors. Directors / Coordinators
can use this time to review and discuss program culture and mission,
policies and procedures, and national professional conduct statements
such as the Code of Ethics, Oath of a Pharmacist, and Pharmacist Pledge
of Professionalism. Annual repetition is encouraged as this material is
often displaced in lieu of didactic materials.
Areas of professionalism addressed
- Define: profession, professional, and professionalism
- Review Code of Ethics, Oath of a Pharmacist, and Pharmacist Pledge
of Professionalism
- Provide examples of appropriate and inappropriate attitudes and
behaviors
- Develop professional communication skills
- Cultural diversity
- Verbal/nonverbal cues
- Interactions with patients
- Inter-professional relationships
- Encourage continual professional involvement
- Community service
- Pharmacy organizations
- Political advocacy (e.g. Legislative Days)
- Emphasize the importance of life-long learning as an extension of
professional development
Special issues involving planning / promotion /
implementation
Traditionally orientation is implemented as a didactic lecture with very
little exchange between lecturer and students. Incorporation of
activities, workstations, etc. may enhance retention of materials. First
day impressions are long-lasting therefore preparing materials well in
advance of offering is encouraged. Lastly, institutions may want to
consider obtaining student input regarding the types of activities that
may be well received.
Examples of programs and resources
- University of Washington
- University of Colorado
References
Accreditation Standards and Guidelines for the Professional Program in
Pharmacy Leading to the Doctor of Pharmacy Degree Adopted June 14,
1997.
APhA-ASP/AACP-COD Task Force on
Professionalism. White paper on pharmacy student
professionalism. J Am Pharm Assoc. 2000;40:96-102.
Campagna KD, Boh LE, Beck DE, et al. Standards and Guidelines for
Pharmacy Practice Experience Programs. Am J Pharm Educ. 1994;
58 (Winter Supplement):35S–45S.
Hammer DP, Berger BA, Beardsley RS, Easton MR. Student
Professionalism. Am J Pharm Educ. 2003; 67(3):96.
Student Orientation
Faculty/Preceptor Orientation and Training
Programs
Professional Portfolios
Mentor Programs
Service Learning
Community and Hospital Practicums (Introductory
Experiences)
Classroom Workshops and/or Reflections
Inter-professional Experiences
Advanced Practicums
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