Design and Evaluation of a Professional Identity Development Program for Pharmacy Students

Area of Science:

• Pharmacy Education
• Professional Identity Development
• Self-Determination Theory

Background:

• Establishing a strong professional identity is crucial for pharmacy students.
• Existing programs may not fully address the psychological needs underpinning identity formation.
• Self-Determination Theory (SDT) offers a framework for fostering autonomy, competence, and relatedness.

Purpose of the Study:

• To design and evaluate a professional identity program (PIP) for Bachelor of Pharmacy (BPharm) students.
• To integrate the PIP using autonomy-supportive teaching methods within the existing curriculum.
• To assess the program's impact on student professional identity and motivation.

Main Methods:

• A 10-workshop PIP was delivered over two years to BPharm students.
• Program evaluation utilized student satisfaction surveys and validated instruments (MCPIS-9, Pharm-S).
• Nonparametric statistical analyses compared pre- and post-intervention scores.

Main Results:

• Students reported positive engagement with the PIP, valuing professional development activities.
• Motivation scores (Pharm-S) significantly increased, indicating enhanced student autonomy.
• Professional identity scores (MCPIS-9) showed no significant change after the first year.

Conclusions:

• SDT-based instruction successfully enhanced autonomy and intrinsic motivation in pharmacy students.
• The PIP facilitates a shift towards more internally driven motivation for learning.
• This approach holds potential for positively influencing professional identity and future practice.