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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)
Best Practice Guidelines
Background
Professionalism must be fostered throughout the curriculum of the Doctor
of Pharmacy degree program. The initial three years of study provide
many opportunities for developing and enhancing professional behavior in
students. Students, faculty, administrators, and staff associated with a
school or college of pharmacy should serve as models of
professionalism.
Planning Elements
Following an introduction to professionalism during the Doctor of
Pharmacy program orientation, professional behavior must continue to be
emphasized. This can be achieved as an integral part of the didactic
course work and early professional practice experiences during the first
three years of a pharmacy degree program. Student organizations, the
school’s curriculum committee, and the coordinator of the early
professional practice experience rotations will all play a major role in
planning and developing activities and experiences that promote
professionalism within the college or school.
Timelines
Specific activities related to promoting professionalism are suitable
for advanced planning when included as part of a course or early
professional practice experience. Such activities are generally planned
at least a quarter or semester in advance.
Promotion
It is not uncommon for professionalism to be taken for granted in a
professional degree program. During the first three years of study,
students and faculty are in constant contact with each other. This
affords an opportunity to reinforce professional behavior on a
continuing basis. Creative approaches by students, faculty, and
administrators may be needed to maintain professionalism as an expected
standard, especially during a time period when students are primarily
gaining knowledge in traditional classroom and laboratory settings.
Evaluation
Course evaluations are a logical assessment tool, especially when a
course contains criteria related to professionalism. For example, fellow
students and the instructor can evaluate the participation and behavior
of a student when a course employs group assignments. A global
assessment of professionalism among students and faculty may be
difficult to assess in an objective manner. However, formal or informal
evaluation approaches can be employed to gauge the effectiveness of
various initiatives to promote professional behavior among students and
faculty.
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
Pharmacy Professionalism Toolkit Home
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