Version 2.0 Pharmacy Professionalism Toolkit For Students .
PHARMACY PROFESSIONALISMTOOLKIT FOR STUDENTS ANDFACULTYProvided by theAmerican Pharmacists Association Academy of Student PharmacistsAmerican Association of Colleges of PharmacyCommittee on Student ProfessionalismVERSION 2.0UPDATED 20092003-04 Committee MembersAACP RepresentativesAPhA-ASP RepresentativesThomas Reinders, Co-chairAmit Patel, Co-chairVirginia Commonwealth UniversityUniversity of CincinnatiRobert BeardsleyGail CaballesUniversity of MarylandUniversity of WashingtonNanci MurphyJames HobbsUniversity of WashingtonUniversity of KentuckyAmy SchwartzBrea Olson(Nevada College of PharmacyUniversity of TennesseeAndrew Traynor(University of MinnesotaJohn VinsonUniversity of Arkansas for Medical Sciences2008-09 Committee MembersAPhA-ASP RepresentativesAdditional RepresentativesMorgan Jones, ChairJeff CainUniversity of Louisiana at MonroeUniversity of KentuckyVictoria Tkacz, Vice-ChairMegan ThompsonThe Ohio State UniversityUniversity of New MexicoWhitney CaronAlbany College of PharmacySarah PhancoMercer University
APhA Academy of Student PharmacistsProfessionalism Toolkit for Students and FacultyTABLE OF CONTENTSINTRODUCTION . 4A. PREAMBLE 4TRAIT 1: KNOWLEDGE AND SKILLS OF A PROFESSION .7A. STUDENT ORIENTATION .7B. PROFESSIONALISM ORIENTATION BOOKLET .8C. INTRODUCTORY PHARMACY COURSES .8D. PROFESSIONAL YEARS ONE THROUGH THREE (DIDACTIC) 9E. EXPERIENTIAL EDUCATION .10F. FACULTY / PRECEPTOR ORIENTATION / TRAINING PROGRAMS .12APPENDIX A: TIMELINE FOR P1-P3 STUDENTS .48APPENDIX B: TIMELINE FOR P4 STUDENTS .49G. ISSUES FOR ZERO TO SIX YEAR PROGRAMS .14H. ISSUES FOR DISTANCE LEARNING PROGRAMS .14I. COURSE CONTENT AND STRUCTURE .15TRAIT 2: COMMITMENT TO SELF-IMPROVEMENT OF SKILLS AND KNOWLEDGE.16A. CLASSROOM WORKSHOPS AND/OR REFLECTIONS .16B. PORTFOLIOS 16C. PUBLIC AFFIRMATION OF PROFESSIONALISM .17TRAIT 3: SERVICE ORIENTATION . 19A. COMMUNITY SERVICE REQUIREMENTS .19B. SERVICE LEARNING .19C. SERVICE PROJECTS IN THE COMMUNITY .20D. CHARITY FUNDRAISERS (PHILANTHROPY) .21TRAIT 4: PRIDE IN THE PROFESSION .23A. PINNING / PROFESSIONAL COMMITMENT CEREMONIES .23B. DRESS CODE .23C. WHITE COAT CEREMONIES . 24D. PROFESSIONALISM COMMITTEES 25E. POSTER PRESENTATIONS .26F. PROFESSIONAL SCHOLARSHIPS AND AWARDS .26G. BROADENING THE SCOPE OF PRACTICE .27
TRAIT 5: COVENENTAL RELATIONSHIP WITH THE CLIENT 28A. INTERPROFESSIONAL EXPERIENCES .28B. PATIENT CARE PROJECTS .28C. PATIENT COUNSELING ACTIVITIES / COMPETITIONS . .29TRAIT 6: CREATIVITY AND INNOVATION .30A. MONTHLY COLUMNS ON PROFESSIONALISM .30B. ETIQUETTE DINNER .30TRAIT 7: CONSCIENCE AND TRUSTWORTHINESS 31A. HONOR SYSTEM .31TRAIT 8: ACCOUNTABILITY FOR HIS/HER WORK .32A. STUDENT PROFESSIONAL ASSESSMENT .32B. CLASSROOM BEHAVIOR .32C. THE EMERGENCE OF E-PROFESSIONALISM .33D. ONLINE PERSONAS AND PROFESSINAL IMAGE . .34TRAIT 9: ETHICALLY SOUND DECISISION-MAKING .38A. INTEGRATION INTO RESIDENTIAL LIFE PROGRAMS .38B. ISSUES FOR RELIGIOUS-AFFILIATED PROGRAMS .38C. ETHICS IN THE CURRICULUM . 39TRAIT 10: LEADERSHIP .40A. FACULTY RETREAT 40B. OUTSIDE SPEAKERS TO INFORCE MESSAGES 40C. STUDENT MEMBERSHIP ON SCHOOL / COLLEGE COMMITTEES 41D. LEADERSHIP AND POLITICAL ADVOCACY IN THE CURRICULUM .42E. LEADERSHIP CONFERENCES . . 42F. PROFESSIONAL DEMANOR: FACULTY, TEACHING ASSISTANTS,PRECEPTORS, STAFF, & ADMINISTRATORS .43G. INTRODUCTION TO PROFESSIONAL ORGANIZATIONS FORSTUDENTPHARMACISTS . . .43H. EXTRACURRICULAR ACTIVITIES .44I. PROFESSIONAL SCHOLARSHIPS AND AWARDS 46J. MENTORING PROGRAMS . .46
APhA Academy of Student PharmacistsProfessionalism Toolkit for Students and FacultyPREAMBLE: VERSION 2.0Sarah Phanco, Mercer UniversityVictoria Tkacz, The Ohio State UniversityINTRODUCTIONIn 2000, the White Paper on Pharmacy Student Professionalism (J Am Pharm Assoc 2000) waspublished to help raise awareness and to lead action on the issue of professionalism amongst studentpharmacists. This collaborative effort involving the American Pharmacists Association – Academy ofStudent Pharmacists (APhA-ASP) and the American Association of Colleges of Pharmacy Council ofDeans (AACP-COD) represented the cumulative five-year commitment to study and promote studentprofessionalism. The paper was written with the recognition of the number of challenges studentpharmacists face during their professional development. Furthermore, the goal of the paper was toprovide recommendations for the profession on how to address the problem of inconsistentprofessionalism standards in pharmacy education. The implementation of these recommendations wouldserve to develop professionalism among student pharmacists as defined by the ten traits of aprofessional.Since the publication of the White Paper, the APhA-ASP / AACP Committee on Student Professionalismhas worked to expand upon its initial recommendations by promoting the professionalization of studentpharmacists and pharmacy faculty. To help achieve this goal, the committee created a resource to beutilized by students and administrators that would allow them to effectively promote and assessprofessionalism on their own campuses. First published in 2004, the Pharmacy Professionalism Toolkitfor Students and Faculty has been a living document that has continued to evolve over time, just as theconcept of professionalism has. With the approaching ten-year anniversary of the first publication of theWhite Paper on Pharmacy Student Professionalism, this toolkit has been updated to reflect the currentstate of student pharmacist professionalism. Since it was first published, professionalism standards forstudent pharmacists have changed greatly and include expanded concepts such as online socialnetworking and e-professionalism, now two of the most discussed professionalism topics in thepharmacy. In addition to new information on professionalism, Version 2.0 of the Professionalism Toolkithas been updated to serve as a user-friendlier document that may be referenced by student pharmacists,educators and practitioners.THE EXPANSION OF PHARMACEUTICAL CAREAs the course of student professionalism has evolved, also has the role of the student pharmacist withinthe area of pharmacy practice. Now more than ever, student pharmacists are able to be at the forefrontof patient care. Pharmaceutical care has been described as the “direct, responsible provision ofmedication-related care for the purpose of achieving definite outcomes that improve a patient’s quality oflife.” Pharmaceutical care responsibilities over the years have evolved into what we now know asmedication therapy management (MTM) services. The responsibilities associated with MTM includeobtaining and reviewing the patient’s medication history, screening for potential adverse events orallergies, providing recommendations for appropriate therapy for maximization of therapy, educatingpatients on the proper use of their medications, monitoring the patient’s ability to take their medications asprescribed, monitoring the patient’s therapy over time, and collaborating with other health careprofessionals and the patient to ensure that optimal health outcomes are achieved through a continuumof care.MTM may also include the provision of pharmacy services such as the administration ofvaccinations and others that improve access to health care and promote public health and awareness.The provision of such services requires not only competence in the specialized knowledge and skillsunique to our profession, but also a promise for continuation of a commitment to excellence, a respectand compassion to others, and adherence to a high standard of ethical conduct.
THE TEN TRAITS OF A PROFESSIONALIn order to enhance our roles as integral members of the provision of health care services, students,faculty, and practitioners must enhance professionalism within pharmacy education and practice. Todefine professionalism, the APhA-ASP / AACP Task Force on Professionalism summarized the 10 traitsthat distinguish a professional. In the White Paper on Pharmacy Student Professionalism, pharmacistsand student pharmacists act professionally when they display the following behaviors characterized into10 traits:1. Knowledge and skills of a profession Performs responsibilities in a manner consistent with the school’s or college’s educationaloutcomes statement, the CAPE outcomes, NABP and ACPE competencies, professionalassociations’ competency statements and other professionalism documents Interacts effectively with faculty, staff, other students, patients and their families,pharmacy colleagues and other health professionals2. Commitment to self-improvement of skills and knowledge Reflects critically on his or her actions and seeks to improve proficiency in all facets ofhis/her responsibilities Accepts and responds to constructive feedback Provides constructive feedback to others Recognizes limitations and seeks help when necessary Takes responsibility for learning; an active and self-directed learner Does not participate in activities that compromise learning (disruptive behavior, cheating) Maintains personal health and well-being3. Service orientation Demonstrates concern for the welfare of others; uses skills and knowledge to improvetheir quality of life Recognizes and avoids conflicts of interest Provides service to the community and society-at-large Offers to help others when they are busy or in need of assistance Shares opportunities for recognition with others Does not seek to profit unfairly from others Puts patient needs above their own4. Pride in the profession Demonstrates dedication to his/her patients and the profession supported by a strongwork ethic Upholds the competent delivery of health care services; addresses lack of knowledge orskill in self and others Conscientious; well-prepared for class and clinical rotations Displays a consistent effort to exceed minimum requirements; demonstrates quality work5. Covenantal relationship with client Empathetic and responsive to the needs of the patient, the patient’s family and othermembers of the health care team Respects a patient’s autonomy, privacy, and dignity Involves the patient as a partner in his/her health care decisions; honors the patient’svalues and belief systems Respects and appreciates the diversity of his/her patients Listens and communicates effectively Maintains appropriate boundaries Advocates for others Non-judgmental; displays compassion and empathy Skillful in establishing a rapport with patients and other health care team members Contributes to team building Maintains composure and adapts well to changing or stressful situations Resolves conflicts fairly6. Creativity and innovation Contributes to quality improvement in all professional endeavors
Applies creative and innovative approaches to challengesContributes to the development of new knowledge and practices that advancepharmaceutical careConscience and trustworthiness Demonstrates a high degree of integrity, truthfulness, and fairness Uses time and resources appropriately Truthful about facts or events Does not hide errorsAccountability for his/her work Demonstrates initiative, reliability and follow-through in fulfilling commitments Promptly completes responsibilities in a timely manner (notifies appropriate individual ofunexpected emergencies) Responsible for, and accountable to others (e.g., patients their families, to society andthe profession) Accepts responsibility for one’s errors and explores ways to prevent errors from occurringin the future Confronts individuals who demonstrate unprofessional behavior Does not participate in activities that impair judgment or compromise patient careresponsibilities Accountable for his/her academic and professional performanceEthically sound decision making Demonstrates an awareness of professional norms, laws, and behavior; knowledgeableof theories and principles underlying ethical conduct Adheres to high ethical and moral standards Able to cope with a high degree of complexity and uncertainty Controls emotions appropriately even under stressful conditions; maintains personalboundaries Prioritizes responsibilities properlyLeadership Contributes to the profession; actively involved in professional organizations or othervenues Proactive in solving social and professional challenges Helps promote a culture of professionalism Embraces and advocates for change that improves patient care Encourages current and future pharmacists in their professional development 7.8.9.10.A RESOURCE FOR ALLAs previously described, the Professionalism Toolkit for Students and Faculty is a document that may beused by all members of the pharmacy profession, including students, deans, faculty members andpreceptors. The content of this toolkit may be implemented into classroom exercises, mentoringprograms, and professional organization activities in order to cultivate a culture of professionalism acrossall areas of pharmacy practice. Version 2.0 of the toolkit has been re-structured around the 10 traits thatcharacterize a professional. Provided in this toolkit are streamlined examples of successfulprofessionalism programming that promote professionalism in pharmacy education and tools toimplement these programs and others into the curriculum or school activities at any college or school ofpharmacy. In addition, new professionalism concepts such as e-professionalism and online socialnetworking sites are addressed. The purpose of this updated resource is to ensure that the concept ofprofessionalism is co-curricular: a theme not only emphasized throughout the professional pharmacycurriculum, but also a set of traits embodied by student pharmacists as they engage in patient careactivities.
APhA Academy of Student PharmacistsProfessionalism Toolkit for Students and FacultyTRAIT 1: KNOWLEDGE AND SKILLS OF A PROFESSIONA. STUDENT ORIENTATIONDESCRIPTION OF ACTIVITYStudent orientation sessions offer a golden opportunity to introduce professionalism. These introductorysessions may be held over several days or an entire week, serving to teach new students about allaspects of student life as they begin the professional curriculum. Oftentimes, faculty, staff, and currentstudents participate in the process and even serve as group leaders or mentors. Activities may include amix of small group sessions and “lecture style” sessions. Small group sessions are especially importantfor conducting discussions about what professionalism entails. During orientation new students maylearn more about professional student organizations or even write a pledge of professionalism that isunique to their incoming class. As described below, white coat ceremonies are often held at theconclusion of the orientation and serve as the official beginning of the professional pharmacy experience.RATIONALEStudent orientation is usually the first exposure that new students have to pharmacy school. Moststudents are excited to begin a professional degree program and are eager to learn all that pharmacyschool entails. Professionalism can be introduced to the new students in several different ways and canbe modeled by faculty, administrators, and current students. By exposing incoming students to theimportance of professionalism from the first day of pharmacy school, this concept will become a part oftheir everyday life as student pharmacists.AREAS OF PROFESSIONALISM ADDRESSEDThe main focus for professionalism will be placed on expected professional behaviors and attitudes in theclassroom and during school-sponsored events. Most colleges of pharmacy have an honor code and/or adress code that will be introduced and explained to students during this time. The roles that professionalorganizations play in promoting professionalism within the school may also be explained. Additionally,the school’s formal and informal policies related to appropriate professional behavior is PROMOTION,ANDIMPLEMENTATIONIn order to involve faculty and current students in the orientation process, they must first be taught what isexpected of them as leaders. Planning must begin during the spring or summer, especially for studentsselected as orientation leaders. These leaders should meet together several times before the actualstudent orientation to discuss the schedule, format, and expectations.REFERENCESBrown ME, Kirschenbaum HL, Bazil MK, et al. Orientation seminar for students entering the professionalphase of the pharmacy curriculum. Am. J. Pharm. Educ. 1998;62: 84S.CHECKLIST OF PLANNING STEPSBegin all planning no later than three months ahead of timeDetermine dates, length, and format of student orientation session(s)Target areas of professionalism to be discussedIdentify special programs to reinforce professional topics (white coat ceremony, Oath of aPharmacist, Pledge of Professionalism)Identify outside speakers who may be involvedIf applicable, contact leaders of student organizations to inform them of how studentorganizations will be introduced to new students
If applicable, implement mentoring program to begin with student orientationDecide who will be involved in leading the orientation process (students, faculty, alumni)Assemble materials and packets for leaders and studentsHold a training session for leaders to go over schedule, materials, and expectationsUpon completion of orientation, gather feedback from new students and leadersRecord ideas for improvement for the following yearB. PROFESSIONAL ORIENTATION BOOKLETDESCRIPTION OF ACTIVITYIn order to prepare incoming students for the orientation process, prepare a compilation of short stories,articles, and essays that emphasize the importance of professionalism. The orientation booklet should bedistribute the bound materials to all first-year student pharmacists upon matriculation or during thesummer prior to their entry into the program. Discuss the contents of the booklet in small groups withfaculty facilitation during orientation sessions when the students arrive on campus.In addition to or in lieu of a professionalism orientation booklet, some schools have developed a journalclub that develops a list of recommended readings on professionalism and ethics on a monthly or periodicbasis.RATIONALEThe professionalism orientation booklet gives students a tangible and accessible resource to learn thevalue of professionalism on campus and within a patient care environment.AREAS OF PROFESSIONALISM ADDRESSEDThis activity relates to all areas of professionalism.C. INTRODUCTORY PHARMACY COURSESDESCRIPTION OF ACTIVITYMany schools conduct courses that introduce new student pharmacists to the United States health caresystem in general and, more specifically, to the pharmacy profession. These courses provide anopportunity for reinforcement of professionalism-oriented material that was presented to students duringorientation or similar experiences. This reinforcement is needed since new students tend to beoverloaded with material during their first weeks in school. Within these courses, faculty memberstypically discuss specific areas of pharmacy practice and/or research. Hopefully, they will be able tohighlight the professional issues within thes
pharmacy. In addition to new information on professionalism, Version 2.0 of the Professionalism Toolkit has been updated to serve as a user-friendlier document that may be referenced by student pharmacists, educators and practitioners. T H E
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The Emergence of Modern Pharmacist Roles The Modern Pharmacy William Procter Jr. is considered the father of American pharmacy. He graduated from the Philadelphia College of Pharmacy in 1837. In addition to having operated a retail pharmacy, Procter was a professor of pharmacy for 20 years at the college from which he graduated.
enhance professionalism. 2. A resource professional should be funded by the state to assist law enforcement agencies in developing policies, procedures, and best practices to enhance professionalism. This is most needed for smaller departments with limited resources. 3. Professionalism involves building trust and legitimacy in the served community,
Ethics and Professionalism The Ethics Rules regulating The Florida Bar are the minimum . standing. REGULATING PROFESSIONALISM. Regulating Professionalism . The Florida Bar v. Ratiner, 46 So. 3d 35 (Fla. 2010) Attorney publicly reprimanded and suspended for 60 days for unprofessional conduct at a videotaped deposition. . they earn the trust .
administration of the Code of Professionalism and Ethics as specified in the DCG Student Code of Ethics and Professionalism and shall maintain all official records regarding violations of the DCG Student Code of Professionalism and Ethics for at least five years after final disposition of any hearings or meetings related to these matters. 3.
In astrophysics, we use ideas from the various parts of physics - electromagnetism, gravitation, theory of matter, mechanics, quantum theory - to explain what we can see. It’s like being a detective. There is what we observe (the evidence) and there is piecing it together (the thinking). The first year, and a major part of the second year, cover skills and the fundamental principles. The .
