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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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PROFESSIONAL YEARS 01, 02, 03
(Didactic)
Course Content and Structure
Description of activity
The content and structure of courses can enhance professionalism among
students. Faculty should consider different strategies of instruction
and evaluation depending on the type of course (e.g., basic science,
administration science, clinical science) to promote
professionalism.
Rationale
The majority of course offerings during the first three years of study
are didactic in nature. This is an important time period for the
professional development of students as future health care providers.
While it may be difficult to identify specific topics related to
professionalism for every course, others are ideal for developing
attitudes and behaviors that foster professionalism (e.g.,
pharmacotherapeutics, pharmacy practice laboratories, pharmacy
communications, pharmacy law and ethics). In other courses, the
structure of the course can be arranged to facilitate self-directed
learning and group projects requiring teamwork, both of which develop
professional attitudes and behaviors in students. In all courses, the
use of various evaluation methods can enhance professionalism.
Areas of professionalism addressed
Professionals should seek to attain excellence in the knowledge, skills
and attitudes required to practice in the profession. A worthy goal for
any course of study is the ability to produce a competent health
professional. These values, instilled during a professional program,
serve as a framework for life-long learning.
Special issues involving
planning/promotion/implementation
As course coordinators, faculty must make a personal commitment to
incorporating content or structure into their course to promote
professionalism. For example, case-based learning helps students apply
learned concepts to “real life” situations. Problem-based
learning requires that the student analyze the entire patient situation,
rather than merely focusing on one aspect of care. The introduction of
this concept helps to facilitate active learning during the early and
advanced professional practice experiences. The curriculum committees of
schools and colleges should be charged with reviewing individual courses
for evidence of either course content or structure that will enhance
professionalism. Also, course coordinators should schedule examinations
or other major assignments so that they do not conflict with state,
regional, and national professional meetings which students should be
encouraged to attend. Additionally, teaching methods that use peer
evaluations and self-evaluations are useful in promoting
professionalism.
Examples of programs and resources
2004 AACP School Posters:
“Development, Adoption, and Implementation of a Curricular
Competency Addressing Professionalism”.
George E. Francisco, Lori J. Duke, Keith N. Herist, Charles H. McDuffie,
Catherine A. White, University of Georgia.
“Developing Professionalism Through the Official and Unofficial
Curriculum”.
Regina Caldwell, Dwaine Green, Phyllis E. Nally, Peggy Piascik, William
C. Lubawy, University of Kentucky.
“A Curricular Roadmap of Professionalism”.
Carriann E. Richey, Sue Bierman, Trish S. Barton, Patricia Chase, Butler
University.
“Professionalism: A Critical Element in Pharmacy Education At
the University of South Carolina College of Pharmacy.”
L. Clifton Fuhrman Jr, Wayne E Buff, Farid Sadik, University of South
Carolina.
References
Berger BA, Butler SL, Duncan-Hewitt W, Felkey BG, Jungnickel PW, Krueger
JL, Perry CR, Taylor C. Changing the Culture: An Institution-wide
Approach to Instilling Professional Values. Am J Pharm Educ.
2004; 68(1): 22.
Ellsworth A, LaVigne LL, Odegard PS. A Diabetes Education Program for
Pharmacy Students. Am J Pharm Educ. 2002; 66(4) 391.
Wear D, Castellani B. The Development of Professionalism: Curriculum
Matters. Acad Med. 2000 Jun; 75(6):602-11.
Honor System
Dress Code
Course Content and Structure
Classroom Demeanor
Student Membership on School and College
Committees
Professional Demeanor: Faculty, Teaching Assistants,
Preceptor, Staff & Administrators
Ethics Course Offerings
Leadership and Political Advocacy Course
Offering
Recognition and Awards
Cultivating Student and Faculty
Relationships
Professional Pharmacy Organizations
Student Leadership Council
Community Service Requirements (Service
Learning)
Pinning/Professional Commitment Ceremony (End of
P3)
Faculty Retreat
Student Professionalism Assessment
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