Bacci Jennifer L, Mangrum Jasmine S, Jefferson Curtis G, Soverns Tim, Gin Gregory, Wakuzawa Kaylin, Goo Sydney, Odegard Peggy
University of Washington School of Pharmacy, Seattle, WA, USA.
University of Washington School of Pharmacy, Seattle, WA, USA.
Am J Pharm Educ. 2023 Oct;87(10):100121. doi: 10.1016/j.ajpe.2023.100121. Epub 2023 May 8.
To (1) evaluate changes in student pharmacists' professional identity during a curriculum prior to advanced pharmacy practice experiences (APPEs) and (2) describe the components of a pre-APPE curriculum that positively and negatively influenced students' professional identity formation (PIF).
The University of Washington School of Pharmacy launched a new curriculum in 2019 featuring components intentionally designed to support students' PIF. The Macleod-Clark Professional Identity Scale (MCPIS) was administered to the class of 2023 before starting pharmacy school (pre) and upon completion of the pre-APPE curriculum (post). The postsurvey also contained 2 open-response questions asking students to identify the most positive and negative influences on their PIF. Mean pre- and post-responses were calculated for all MCPIS items and each MCPIS item and compared using paired t tests. Responses to the open-ended questions were sorted into categories using inductive thematic analysis and frequencies were calculated.
A total of 99 students (96%) completed both surveys. Mean MCPIS pre-scores and post-scores were both 3.3, indicating no statistically significant change in professional identity. The most frequently reported positive influences on PIF were didactic coursework (40%), experiential learning (30%), and student organizations (27%). The most frequently reported negative influences were didactic coursework (27%), none (25%), and perceptions of the pharmacy profession (22%).
Students' overall professional identity, as measured by the MCPIS, did not change during the pre-APPE curriculum. Didactic coursework had the most common positive and negative influence on professional identity prior to APPEs.
（1）评估学生药剂师在进阶药学实践经验（APPEs）之前的课程学习期间专业身份的变化，以及（2）描述APPEs前课程中对学生专业身份形成（PIF）产生积极和消极影响的组成部分。
华盛顿大学药学院于2019年推出了一门新课程，其中特意设计了一些组成部分来支持学生的专业身份形成。在2023级学生进入药学院之前（预）以及完成APPEs前课程之后（后），对他们进行了麦克劳德 - 克拉克专业身份量表（MCPIS）测试。后测还包含两个开放式问题，要求学生指出对其专业身份形成最积极和消极的影响因素。计算所有MCPIS项目以及每个MCPIS项目的预测试和后测试平均得分，并使用配对t检验进行比较。采用归纳主题分析法将对开放式问题的回答分类，并计算频率。
共有99名学生（96%）完成了两项调查。MCPIS预测试平均得分和后测试平均得分均为3.3，表明专业身份没有统计学上的显著变化。对专业身份形成最常报告的积极影响因素是理论课程学习（40%）、实践学习（30%）和学生组织（27%）。最常报告的消极影响因素是理论课程学习（27%）、无（25%）和对药学专业的看法（22%）。
通过MCPIS衡量，学生的整体专业身份在APPEs前课程期间没有变化。在APPEs之前，理论课程学习对专业身份的积极和消极影响最为常见。
