Exploring Professional and Interprofessional Identities in Student Pharmacists: A Comparative Analysis

This study assessed and compared the perceptions of professional identity (PI) and interprofessional identity (IPI) of third- (P3) and fourth-professional year (P4) student pharmacists and explored their intercorrelations.

A cross-sectional survey was administered to P3 and P4 student pharmacists nearing the completion of the academic year. Demographics were collected. Survey instruments included the Macleod-Clark Professional Identity Scale (MCPIS-9) and the Extended Professional Identity Scale (EPIS) to measure the PI and IPI constructs, respectively. Reliability, factor structure, cohort comparisons, correlations, and predictors were analyzed.

Seventy-five students (87 surveyed; 86%) were included in the analysis (73% P3, 27% P4; 76% female, 24% male). Survey instruments showed high reliability (Cronbach's α: 0.85-0.97). Fourth-professional year (P4) students identified most with the medicines adviser and clinical practitioner PIs. Third-professional year (P3) students identified evenly with different PIs, although they showed greater identification with the business person, entrepreneur, and unremarkable character PIs. Both cohorts positively identified with the profession, with strong interprofessional belonging, commitment, and belief, as reflected in their high MCPIS-9 and EPIS scores, respectively. Fourth-professional year (P4) students exhibited a stronger professional association than P3 students, whereas IPI was similar between cohorts. The overall MCPIS-9 and EPIS scores had weak positive correlations. The EPIS subscales demonstrated strong positive intercorrelations.

Third- and fourth-professional year (P3 and P4) student pharmacists had strong PIs and IPI. Students exhibited multiple PIs. Professional identity (PI) and IPI remained consistent across gender, professional years, and academic plans. The positive, weak association between PI and IPI indicates related yet distinct constructs. Advanced pharmacy practice experiences appear to reinforce PI and contribute to IPI.