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Professionalism: a determining factor in experiential learning.

Cynthia J Boyle1, Robert S Beardsley, Jill A Morgan

  • 1University of Maryland School of Pharmacy, USA.

American Journal of Pharmaceutical Education
|May 30, 2007
PubMed
Summary
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The University of Maryland School of Pharmacy implemented professionalism criteria in experiential learning. This initiative successfully promoted a culture of professionalism among pharmacy students.

Area of Science:

  • Pharmacy Education
  • Professionalism Assessment
  • Experiential Learning

Background:

  • Establishing clear professionalism expectations is crucial in pharmacy education.
  • Accountability mechanisms are needed to ensure professional behavior in students.
  • The University of Maryland School of Pharmacy sought to address these needs.

Purpose of the Study:

  • To describe the development and implementation of explicit professionalism criteria.
  • To review the outcomes of applying these criteria in experiential learning.
  • To foster a culture of professionalism within the pharmacy school.

Main Methods:

  • Developed 3 professionalism criteria in 2001 for intermediate and advanced pharmacy practice experiences (APPEs).
  • Required 100% acceptable ratings for students to pass rotations.

Related Experiment Videos

  • Enhanced criteria by 2005 and applied them to all experiential courses.

    • Main Results:

    • Most students demonstrated professional behavior.
    • Nine students did not meet the established professionalism criteria.
    • Remediation strategies and further professional development were employed.

    Conclusions:

    • Systematic implementation of professionalism criteria established clear expectations.
    • The criteria created a mechanism for student accountability in professionalism.
    • The initiative successfully promoted a culture of professionalism throughout the School.