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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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NEW STUDENTS
Peer Mentoring Programs
Description of activity
Mentoring programs pair new students with existing students. Formal,
structured programs, such as “Big Brother, Big Sister”
programs, exist in many schools of pharmacy where new students are
paired with current students. Informal mentoring exists as well but is
more difficult to identify. Informal mentoring occurs in hallways,
cafeterias, and social gatherings. In addition, pharmacy professional
groups, such as fraternities, typically have mentoring programs to help
new members adjust to professional education. In most formal programs,
second year students are paired with first year students. Some schools
assign mentors as soon as students are admitted into the program, while
others wait until the start of classes. Another variation is to have
student leaders mentor a group of 3 to 4 students so that students work
in a group early on. These mentoring programs involve different levels
of mentor involvement, such as sharing notes, textbooks, and other
course related material; and advising new students about course
selection and study habits. Effective mentors typically share their
experiences and survival tips with the new students.
Rationale
Formal and informal programs are useful in assisting new students in
adapting to new environments. They provide a sense of belonging,
support, and hope as students adjust to a rigorous academic curriculum.
A major benefit of these programs is that mentors can reinforce the
professional values and beliefs discussed in other venues.
Areas of professionalism addressed
Mentors can articulate expectations of professional behavior. Mentors
typically acquaint new students with the formal and informal channels of
problem solving and networking within the school. They can also
highlight the consequences of inappropriate behavior, many times, more
effectively than a faculty member can.
Special issues involving planning / promotion /
implementation
Planning groups must identify current students who want to be mentors,
also known as student ambassadors at some institutions. Some schools
require all second year students to participate, which may cause
difficulty in some cases. Mentors must be motivated to participate in
this volunteer effort since it takes time and hard work. The planning
group must have reliable contact information for both mentors and new
students so that they can communicate with each other. Planners should
develop resource materials for both mentors and new students to use
regarding the purpose of the mentoring program, strategies for
mentoring, and expectations of both parties. Colleges and schools may
hold luncheons or receptions during orientation or the first week of
classes to bring mentors and new students together. Although mentoring
relationships can continue for several years, experience has shown that
in most cases these relationships weaken over time as new students
become more comfortable in their environments. Schools should take steps
to minimize mentors reinforcement of negative attitudes and beliefs,
such working around the system, cheating, or cutting corners.
Institutions should periodically assess both mentors and new students
regarding the value and content of mentoring sessions.
Examples of programs and resources
2004 AACP School Poster:
“Professionalization as a Continuum: From Prepharmacy Student to
Alumni.”
Kenneth M. Hale, Robert W. Brueggemeier, Gerald L. Cable, Sylvan G.
Frank, Milap C. Nahata, The Ohio State University.
References
Abernethy AD. A mentoring program for underrepresented-minority students
at the University of Rochester School of Medicine. Acad Med
1999 74: 356-359
Kalet A, Krackov S, and Rey M. Mentoring for a New Era. Acad
Med 2002 77: 1171-a-1172-a.
Wright WR Jr, Dirsa AE, Martin SS. Physician mentoring: A process to
maximize the success of new physicians and enhance synchronization of
the group. J Med Prac Mgmt. 2002;18: 133-7.
Yang TS, Fjortoft NF. Developing into a professional: Students'
perspectives. Am J Pharm Educ. 1997; 61: 83S.
Checklist of planning steps
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determine purpose of mentoring program, expectations, and
procedures |
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planning should begin the spring prior to fall implementation |
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determine number of entering students |
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collect background information on entering students |
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meet with current students to recruit mentors |
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identify current students who will serve as mentors |
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collect background information on mentors |
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pair-up entering students with mentors based on common backgrounds
if possible |
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communicate pairings to both mentors and entering students and also
expectations |
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conduct an orientation program for mentors |
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include a segment dealing with mentoring in entering student
orientation sessions |
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hold social activities involving both mentors and new students
throughout the year if desired |
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monitor the success of the program and intervene when needed |
Student Orientation
Professionalism Orientation Booklet
Peer Mentoring Programs
Introduction to Student Pharmacy
Organizations
White Coat Ceremonies
Public Affirmation of Professionalism
Service Projects in Community
Charity Fundraisers
Outside Speakers to Reinforce Messages
Introductory Pharmacy Courses
Student Portfolio Process
Integration into Residence Life Programs
Issues for 0-6 Programs
Issues for Distance Learning Programs
Issues for Religious-Affiliated Programs
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