Traversing the Threshold: A Phenomenological Inquiry on Student Professionalism in Pharmacy Education
Main Article Content
Keywords
liminal state, pharmacy education, phenomenology, professionalism
Abstract
Development of student professionalism in both academic and experiential learning programs has been one of the focal points in pharmacy education. Evidently, its quantitative assessment has received considerable attention in pharmacy literature while few articles dealt on describing it as an experienced phenomenon. The purpose of this phenomenological inquiry is to capture undergraduate pharmacy students' lived experiences of professionalism while in the liminal state. Participants' accounts of learning experiences from academic and practice environments were obtained during individual face-to-face interviews which focused on essence questions on professional knowledge, skills, and attitudes. Data were subjected to phenomenological reduction using the Colaizzi's method and the themes of understanding, embracing, and embodying expectations emerged. Significant findings of this study can assist curriculum experts and clinical preceptors in designing professional courses and experiential learning tasks, respectively, with emphasis on scaffolding student professionalism.
References
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Catacutan, R.M. & de Guzman, A.B. (2016). Bridge Over Troubled Water: Phenomenologizing Filipino College Deans' Ethical Dilemmas in Academic Administration. Educational Management Administration & Leadership, 44(3), 491-510. doi:10.1177/1741143214558579.
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Creswell, J.W. (2007). Qualitative inquiry and research design: choosing among five approaches (2nd ed.). Thousand Oaks: Sage Publications.
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Elmore, L., Skelley, J., & Woolley, T. (2014). Impact of adapted team-based learning methods on student self-assessment of professionalism, teamwork, and skills in a self-care course. Currents in Pharmacy Teaching and Learning, 6(4), 488–93. doi:10.1016/j.cptl.2014.04.002.
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Lyneham, J. & Levett-Jones T. (2016). Insights into Registered Nurses' professional values through the eyes of graduating students. Nurse Education in Practice, 17, 86-90. doi:10.1016/j.nepr.2015.11.002.
Medina, M.S., Plaza, C.M. Stowe, C.D., Robinson, E.T., DeLander G., Beck, D.E., ”¦ Johnson, P. (2013). Center for the Advancement of Pharmacy Education 2013 Educational Outcomes. American Journal of Pharmaceutical Education, 77(8). doi:10.5688/ajpe778162.
Neve, H., Lloyd, H., & Collett, T. (2017). Understanding students' experiences of professionalism learning: a ”˜threshold' approach. Teaching in Higher Education, 22(1), 92-108. doi:10.1080/13562517.2016.1221810.
Ng, M.C.& de Guzman, A.B. (2017). Liminal adjustment experiences of pharmacy students: A grounded theory analysis. Pharmacy Education, 17(1), 125–135. Retrieved from http://pharmacyeducation.fip.org/pharmacyeducation/article/view/518/427.
Roth, M.T. & Zlatic, T.D. (2009). Development of Student Professionalism. Pharmacotherapy, 29(6), 749-756. doi:10.1592/phco.29.6.749.
Rutter, P.M. & Khalid, S. (2010). An exploration of how well final year pharmacy students understand professionalism. The Pharmaceutical Journal, 285, 1-3. Retrieved from http://www.pharmaceuticaljournal.com/files/rps-pjonline/pdf/Original%20Papers.pdf.
Schafheutle, E.I., Hassell, K., Ashcroft, D.M., Hall, J., & Harrison, S. (2012). How do pharmacy students learn professionalism? International Journal of Pharmacy Practice, 20(2), 118–128. doi:10.1111/j.20427174.2011.00166.x.
Smith, M.G. & Dinkins, M.M. (2015). Early Introduction to Professional and Ethical Dilemmas in a Pharmaceutical Care Laboratory Course. American Journal of Pharmaceutical Education, 79(10). doi:10.5688/ajpe7910156.
Tanner, B. (2011). Threshold concepts in practice education: perceptions of practice educators. British Journal of Occupational Therapy, 74(9), 427-434. doi:10.4276/03080221 1X13153015305592.
Wojnar, D.M. & Swanson, K.M. (2007). Phenomenology: An Exploration. Journal of Holistic Nursing, 25(3), 172-180. doi:10.1177/0898010106295172.
American College of Clinical Pharmacy (2009). Tenets of Professionalism for Pharmacy Students. Pharmacotherapy, 29(6), 757-759. doi:10.1592/phco.29.6.757.
American Society of Health-System Pharmacists (2008). ASHP statement on professionalism. American Journal of Health-System Pharmacy, 65(2), 172–174. doi:10.2146/ajhp070397.
Barton, T.D. (2007). Student nurse practitioners-A rite of passage The universality of Van Gennep's model of social transition. Nurse Education in Practice, 7(5), 338-347. doi:10.1016/j.nepr.2006.11.005.
Bevan, M.T. (2014). A Method of Phenomenological Interviewing. Qualitative Health Research, 24(1), 136-144. doi:10.1177/1049732313519710.
Catacutan, R.M. & de Guzman, A.B. (2016). Bridge Over Troubled Water: Phenomenologizing Filipino College Deans' Ethical Dilemmas in Academic Administration. Educational Management Administration & Leadership, 44(3), 491-510. doi:10.1177/1741143214558579.
Cheng, J.W.M. (2012). A Cardiovascular Pharmacotherapy Elective Course to Enhance Pharmacy Students' Literature Evaluation Skills and Ability to Apply Clinical Evidence. American Journal of Pharmaceutical Education, 76(7). doi:10.5688/ajpe767137.
Creswell, J.W. (2007). Qualitative inquiry and research design: choosing among five approaches (2nd ed.). Thousand Oaks: Sage Publications.
de Voest, M., Rackugas, S., Bambini, D., & Beel-Bates, C. (2013). Interprofessional teaching: An inter-university experience involving pharmacy and nursing students. Currents in Pharmacy Teaching and Learning, 5(5), 450–457. doi:10.1016/j.cptl.2013.06.004.
Elmore, L., Skelley, J., & Woolley, T. (2014). Impact of adapted team-based learning methods on student self-assessment of professionalism, teamwork, and skills in a self-care course. Currents in Pharmacy Teaching and Learning, 6(4), 488–93. doi:10.1016/j.cptl.2014.04.002.
Fejzic, J. & Barker, M. (2015). Implementing simulated learning modules to improve students' pharmacy practice skills and professionalism. Pharmacy Practice, 13(3), 1–8. doi:10.18549/
PharmPract.2015.03.583.
Gillette, C., Rudolph, M., Rockich-Winston, N., Stanton, R., & Anderson, G. (2017). Improving Pharmacy Student Communication Outcomes Using Standardized Patients. American Journal of Pharmaceutical Education, 81(6). doi:10.5688/ajpe816110.
Gleason, B.L., Peeters, M.J., Resman-Targoff, B.H., Karr, S., McBane, S., Kelley, K.,. . . Denetclaw, T.H. (2011). An Active-
Learning Strategies Primer for Achieving Ability-Based Educational Outcomes. American Journal of Pharmaceutical Education, 75(9). doi:10.5688/ajpe759186.
Hall J. & Ashcroft, D. (2011). What characterizes professionalism in pharmacy students? A nominal group study. Pharmacy Education, 11(1), 65-70. Retrieved from http://pharmacyeducation.fip.org/pharmacyeducation/article/view/300/272.
Hanna, L., Gillen, J., & Hall, M. (2017). An investigation of final year pharmacy students' moral reasoning ability, and their views on professionalism and fitness to practice panel determinations: A questionnaire study. Currents in Pharmacy Teaching and Learning, 9(4), 652-659. doi:10.1016/j.cptl.2017.03.016.
Horton, E.R., Morin, A., Pervanas, H.C., Mukherjee, S.M., & Belliveau, P. (2014). A Novel Structured Format for Engaging Pharmacy Students in Bioethics Discussions. American Journal of Pharmaceutical Education, 78(9). doi:10.5688/ajpe789171.
Husband, A.K., Todd, A., & Fulton. J. (2014). Integrating Science and Practice in Pharmacy Curricula. American Journal of Pharmaceutical Education, 78(3). doi:10.5688/ajpe78363.
Jungnickel, P.W., Kelley, K.W., Hammer, D.P., Haines, S.T., & Marlowe, K.F. (2009). Addressing Competencies for the Future in the Professional Curriculum. American Journal of Pharmaceutical Education, 73(8). doi:10.5688/aj7308156.
Krueger, J.L. (2013). Pharmacy Students' Application of Knowledge From the Classroom to Introductory Pharmacy Practice Experiences. American Journal of Pharmaceutical Education, 77(2). doi:10.5688/ajpe77231.
Langley, C.A. & Aheer, S. (2010). Do Pharmacy Graduates Possess the Necessary Professional Skills? Pharmacy Education, 10(2), 114-118. Retrieved from http://pharmacyeducation. fip.org/pharmacyed ucation/article/view/329.
Lundquist, L.M. & Moye, P.M. (2009). Resident Physicians' Acceptance of Pharmacy Students' Pharmacotherapy Recommendations During an Ambulatory Care Advanced Pharmacy Practice Experience. American Journal of Pharmaceutical Education, 73(8). doi:10.5688/aj7308145.
Lyneham, J. & Levett-Jones T. (2016). Insights into Registered Nurses' professional values through the eyes of graduating students. Nurse Education in Practice, 17, 86-90. doi:10.1016/j.nepr.2015.11.002.
Medina, M.S., Plaza, C.M. Stowe, C.D., Robinson, E.T., DeLander G., Beck, D.E., ”¦ Johnson, P. (2013). Center for the Advancement of Pharmacy Education 2013 Educational Outcomes. American Journal of Pharmaceutical Education, 77(8). doi:10.5688/ajpe778162.
Neve, H., Lloyd, H., & Collett, T. (2017). Understanding students' experiences of professionalism learning: a ”˜threshold' approach. Teaching in Higher Education, 22(1), 92-108. doi:10.1080/13562517.2016.1221810.
Ng, M.C.& de Guzman, A.B. (2017). Liminal adjustment experiences of pharmacy students: A grounded theory analysis. Pharmacy Education, 17(1), 125–135. Retrieved from http://pharmacyeducation.fip.org/pharmacyeducation/article/view/518/427.
Roth, M.T. & Zlatic, T.D. (2009). Development of Student Professionalism. Pharmacotherapy, 29(6), 749-756. doi:10.1592/phco.29.6.749.
Rutter, P.M. & Khalid, S. (2010). An exploration of how well final year pharmacy students understand professionalism. The Pharmaceutical Journal, 285, 1-3. Retrieved from http://www.pharmaceuticaljournal.com/files/rps-pjonline/pdf/Original%20Papers.pdf.
Schafheutle, E.I., Hassell, K., Ashcroft, D.M., Hall, J., & Harrison, S. (2012). How do pharmacy students learn professionalism? International Journal of Pharmacy Practice, 20(2), 118–128. doi:10.1111/j.20427174.2011.00166.x.
Smith, M.G. & Dinkins, M.M. (2015). Early Introduction to Professional and Ethical Dilemmas in a Pharmaceutical Care Laboratory Course. American Journal of Pharmaceutical Education, 79(10). doi:10.5688/ajpe7910156.
Tanner, B. (2011). Threshold concepts in practice education: perceptions of practice educators. British Journal of Occupational Therapy, 74(9), 427-434. doi:10.4276/03080221 1X13153015305592.
Wojnar, D.M. & Swanson, K.M. (2007). Phenomenology: An Exploration. Journal of Holistic Nursing, 25(3), 172-180. doi:10.1177/0898010106295172.
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Published
Dec 27, 2017
Article Details
How to Cite
Ng, M. C. C., & de Guzman, A. B. (2017). Traversing the Threshold: A Phenomenological Inquiry on Student Professionalism in Pharmacy Education. Asia Pacific Higher Education Research Journal (APHERJ), 4(2). https://doi.org/10.56278/apherj.v4i2.561
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Research Article