Utilizing guided reflection to promote continuing professional development and professional identity for Doctor of...

In this exploratory article, authors narrate the use of longitudinal guided reflection as a strategy to promote professional identity and continuing professional development (CPD) among Doctor of Pharmacy (PharmD) students.

The review highlights the importance of fostering a strong professional identity in pharmacy education and examines how one institution has developed a CPD process for students to serve as a structured framework to cultivate lifelong learning habits and develop professional identity early in a pharmacist's career.

Professional identity formation (PIF) is recognized as a critical outcome of pharmacy education, supporting students' transition from learners to patient-centered professionals. Guided reflection, particularly when structured within a longitudinal process, can nurture students' self-awareness, strengthen their sense of purpose, and enhance ability to integrate personal and professional values. CPD, with its cyclical process of reflection, planning, learning, evaluation and application aligns naturally with identity development by encouraging intentional growth and self-directed learning. Our school implemented a four-year CPD process embedded in the curriculum, requiring students to engage in semi-annual self-reflection guided by faculty feedback. Students used the assignment to document experiences, set goals, and revisit progress longitudinally. An evaluation rubric, faculty development, and structured prompts for learner reflection were key elements that supported consistency and depth in student reflections.

Longitudinal guided reflection through a CPD framework provides a meaningful opportunity to support professional identity formation in PharmD students. By embedding these practices longitudinally across the PharmD curriculum, pharmacy programs can better prepare graduates for lifelong learning and evolving professional roles within the healthcare team.