Engendering and appraising professionalism within the UK pharmacy pre-registration year: Identifying the current barriers
Abstract
Aims: To determine pre-registration tutor perceptions on the level of preparedness of pharmacy graduates with respect to professionalism, identify attributes perceived as not achievable at registration and/or are difficult to assess.
Method: A self-completed questionnaire based on the professional competence and principles of professionalism was developed, piloted and distributed via gatekeepers in four UK locations.
Results: 38 (79.2%) questionnaires were returned. Less than 20% of pre-registration tutors believed that graduates had sufficient ‘know how’ to communicate effectively with other healthcare professionals, make ethical decisions, handle conflict and demonstrate leadership. A subset of these was perceived as not achievable even at registration and some principles were rated as difficult to assess.
Discussion: The MPharm degree requires a greater focus on professionalism to better prepare students for their pre-registration year. New learning experiences and better assessment tools may be required to enhance engendering of all principles and enable holistic assessment of professionalism prior to registration.
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