1. Development of professional behaviour with an additional experiential year in pharmacy curriculum: students’ and preceptors’ perspectives
- Author
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Nour Itani, Mauricio Ortega, Vanishree Rajagopalan, Hafasa Mojaddidi, Sarah Lewis, Susan R. Heimer, Catherine Nang, Jennifer Van, Tara Jenkins, Baljinder Kaur, and Courtney Mac Donald
- Subjects
Medical education ,020205 medical informatics ,business.industry ,Pharmaceutical Science ,Pharmacy ,Preceptor ,02 engineering and technology ,Proactivity ,Experiential learning ,Education ,Pharmacy curriculum ,03 medical and health sciences ,0302 clinical medicine ,0202 electrical engineering, electronic engineering, information engineering ,Research article ,030212 general & internal medicine ,Survey instrument ,business ,Psychology ,Curriculum - Abstract
Objectives: The aim of this study was to examine whether an additional year of experiential training fosters the development of professional behaviours in pharmacy students. Surveyed cohorts included experiential year one (EY1) and two (EY2) students, compared to their clinical preceptors. Methods: A validated survey instrument called APIPHANI was utilised to assess professionalism across five distinct domains that aligned with the American Pharmacists Association (AphA) toolkit. Data were analysed by a 2-tailed Mann-Whitney U test. Results: EY2 students exhibited non-statistically significant higher numerical scores than EY1 students in both Knowledge (domain 1) and Professional Involvement (domain 3), and nearly equivalent scores in Proactivity (domain 2) and Integrity (domain 5). Conclusions: These results suggest that an additional year of experiential training expands the knowledge with the EY2 students, moving closer towards the preceptors’ level of knowledge. Students harboured stronger community involvement than preceptors, with the highest reported by EY2 students.
- Published
- 2021
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