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Design and Implementation of a Professional Development Course Series
Beth Welch1, Joshua J Spooner1, Kim Tanzer1
1Western New England University College of Pharmacy and Health Sciences, Springfield, Massachusetts.
American Journal of Pharmaceutical Education
|January 26, 2018
Summary
A new longitudinal course series at Western New England University successfully fostered professional identity formation in pharmacy students. High pass rates indicate students embraced professional development, achieving intended learning outcomes.
Area of Science:
- Pharmacy Education
- Professional Identity Formation
Background:
- Pharmacy education requires robust professional development strategies.
- Longitudinal programs are crucial for shaping professional identity.
Purpose of the Study:
- To design and implement a longitudinal course series for pharmacy students.
- To enhance professional identity formation and development.
Main Methods:
- A four-year, theme-based course series was implemented.
- Key components included reflective assignments, portfolio maintenance, and professional engagement.
Main Results:
- Course pass rates ranged from 99% to 100% in the 2015-2016 academic year.
- High pass rates suggest successful student engagement and achievement of outcomes.
Conclusions:
- The implemented professional development course series effectively supports pharmacy student identity formation.
- This model can enhance professional attributes in Doctor of Pharmacy programs.
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