William Carey University, School of Pharmacy, Biloxi, Mississippi
Midwestern University, College of Pharmacy-Downers Grove, Downers Grove, Illinois.
Am J Pharm Educ. 2023 Jan;87(1):ajpe8944. doi: 10.5688/ajpe8944. Epub 2022 Feb 4.
To provide an educator-friendly travel guide for supporting pharmacy students' lifelong journey to professional identity formation. In contrast to professionalism, which has emphasized externally visible behaviors, professional identity focuses on the internalization of the attitudes, standards, and behavioral norms of a profession, such that one "thinks, acts, and feels" like a member of that profession. Identity, whether personal or professional, is continuously developed in part during interactions with others and in response to internal and external feedback on those interactions. Educators play a critical role in helping students navigate the "provocative moments" (eg, transitions, dissonance) that accompany identity formation. To help educators travel with purpose, several identity formation theories suggest means of creating learning experiences and supporting the development of a professional identity. Additionally, guidebooks for the trip (ie, published literature) provide examples of didactic and experiential teaching approaches that can be used to promote professional identity formation. While further exploration and research are necessary, traveling this journey with colleagues can help members of the Academy succeed in sustainably and effectively infusing intentional professional identity formation within pharmacy education and training. There are myriad ways for educators to develop and support professional identity formation, which can present a challenge when defining the role that educators play in this complex, dynamic process. Educators must understand the reasoning behind various approaches and the common dialogue used to engage and support learners as their expedition guides on the lifelong journey to professional identity formation.
为支持药学学生在专业身份形成过程中的终身发展，提供一份便于教育工作者使用的旅行指南。与强调外在可见行为的专业性不同，专业身份关注的是职业态度、标准和行为规范的内化，以使一个人“像该职业的成员一样思考、行动和感受”。身份（无论是个人身份还是职业身份）是在与他人互动以及对这些互动的内部和外部反馈中不断发展的。教育工作者在帮助学生应对身份形成过程中伴随的“挑衅时刻”（例如，过渡、不和谐）方面发挥着关键作用。为了帮助教育工作者有目的地旅行，几种身份形成理论提出了创造学习体验和支持专业身份发展的方法。此外，旅行指南（即已发表的文献）提供了可以用来促进专业身份形成的教学方法和体验式教学方法的示例。虽然还需要进一步的探索和研究，但与同事一起踏上这段旅程可以帮助学院成员成功地在药学教育和培训中可持续和有效地注入有目的的专业身份形成。教育工作者有无数种方法可以发展和支持专业身份的形成，当定义教育工作者在这个复杂、动态的过程中所扮演的角色时，这可能是一个挑战。教育工作者必须理解各种方法的背后的原因以及用来吸引和支持学习者的常用对话，因为他们是专业身份形成的终身之旅的探险指南。
