Developing professional etiquette and networking skills in pharmacy students: Evaluation of an etiquette dinner...

Pharmacy practice requires not only clinical expertise but also strong communication and collaboration skills, as well as professionalism. Accreditation standards and curricular frameworks emphasize these competencies; however, there are gaps in formal training, specifically in professional etiquette and business dining. The objective of this event was to provide pharmacy students with an opportunity to develop professional etiquette, assess students' perceptions of their etiquette knowledge, and identify areas where students lack confidence.

Third-year pharmacy students were invited to attend a formal etiquette dinner featuring live instruction from a professional consultant during a five-course meal. During the event, students received instruction in professional etiquette, including social interaction and conduct at professional events, communication skills, table manners, and post-event follow-up practices. Pre- and post-event surveys were used to assess students' perceived confidence in professional interactions, understanding of formal etiquette, and perceived skill acquisition. Descriptive statistics were used to summarize student responses.

Twenty-three students attended the event. Prior to the event, students reported high confidence in professional social settings, but lower confidence in professional dining interviews. Networking with unfamiliar professionals and initiating conversations were identified as primary challenges. Following the event, the majority of students reported increased confidence in formal dining settings and were able to successfully initiate conversations with unfamiliar professionals.

The etiquette dinner improved students' perceived confidence and knowledge in professional etiquette and networking skills. Findings highlight a gap between general and professional confidence, emphasizing the need to integrate professional interpersonal skills training into pharmacy education. Further research is warranted to assess the long-term application of these skills in professional practice.