Sourial Mariette, Begley Kimberley J, Dougherty John A, Woodruff Ashley E
Palm Beach Atlantic University, Lloyd L. Gregory School of Pharmacy, West Palm Beach, FL, USA.
Creighton University School of Pharmacy and Health Professions, Omaha, NE, USA.
Am J Pharm Educ. 2025 Jan;89(1):101315. doi: 10.1016/j.ajpe.2024.101315. Epub 2024 Oct 26.
Professional identity formation (PIF) is the transformative process by which an individual "thinks, feels, and acts" in accordance with professional norms. In the pharmacy Academy, institutions are required to support students on this transformative journey; however, the most efficient and effective way to do so has yet to be determined. Interprofessional Education (IPE) in pharmacy programs typically consist of activities and assessments across most of the professional years. These IPE activities designed in accordance with the Interprofessional Education Collaborative Core Competencies include key elements of PIF, such as individual growth opportunities, socialization, and "pivotal" moments that can propel an individual's professional identity development. In light of curricular overload and attempt for curricular efficiency, pharmacy programs might consider using already existing IPE programming to help augment student PIF.
专业身份形成（PIF）是一个变革性过程，通过这个过程，个体按照专业规范“思考、感受和行动”。在药学专业院校中，各机构需要在这个变革之旅中支持学生；然而，这样做的最有效方式尚未确定。药学专业课程中的跨专业教育（IPE）通常包括贯穿大部分专业学习年限的活动和评估。这些根据跨专业教育协作核心能力设计的IPE活动包含了PIF的关键要素，如个人成长机会、社交以及能够推动个人专业身份发展的“关键”时刻。鉴于课程负担过重以及对课程效率的追求，药学专业课程可能会考虑利用现有的IPE项目来帮助促进学生的专业身份形成。
