RESEARCH ARTICLE: Development of professional behaviour with an additional experiential year in pharmacy curriculum: students’ and preceptors’ perspectives

Authors

  • Jennifer Van Touro University California, California, United States
  • Hafasa Mojaddidi Touro University California, California, United States
  • Catherine Nang Touro University California, California, United States
  • Mauricio Ortega Touro University California, California, United States
  • Courtney Mac Donald Touro University California, California, United States
  • Nour Itani Touro University California, California, United States
  • Baljinder Kaur Touro University California, California, United States
  • Sarah Lewis Touro University California, California, United States
  • Susan Heimer Touro University California, California, United States
  • Tara Jenkins Touro University California, California, United States
  • Vanishree Rajagopalan Touro University California, California, United States

DOI:

https://doi.org/10.46542/pe.2021.211.169177

Keywords:

Curriculum, Pharmacy, PharmD, Preceptor, Professionalism, Student

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.

Author Biographies

Jennifer Van, Touro University California, California, United States

  

Hafasa Mojaddidi, Touro University California, California, United States

   

Catherine Nang, Touro University California, California, United States

     

Mauricio Ortega, Touro University California, California, United States

   

Courtney Mac Donald, Touro University California, California, United States

   

Nour Itani, Touro University California, California, United States

     

Baljinder Kaur, Touro University California, California, United States

   

Sarah Lewis, Touro University California, California, United States

   

Susan Heimer, Touro University California, California, United States

   

Tara Jenkins, Touro University California, California, United States

   

Vanishree Rajagopalan, Touro University California, California, United States

   

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Published

02/07/2021

Issue

Section

Research Article