Professional Identity Formation in an Advanced Pharmacy Practice Experience Emphasizing Self-Authorship

• Published in: American journal of pharmaceutical education Vol. 80; no. 10; p. 172
• Main Authors: Johnson, Jessica L., Chauvin, Sheila
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 25.12.2016; American Association of Colleges of Pharmacy; American Journal of Pharmaceutical Education
• Subjects: Authorship; Curriculum; Educational Measurement; Faculty, Pharmacy; Humans; Instructional Design and Assessment; Learning; Learning Partnerships Model; Medical students; Pharmacy; Problem-Based Learning; professional identity formation; Professional Practice; Professional Role; professionalism; reflective writing; self-authorship; Social aspects; Students, Pharmacy; professionalism; reflective writing; Learning Partnerships Model; professional identity formation; self-authorship
• ISSN: 0002-9459; 1553-6467
• DOI: 10.5688/ajpe8010172

Objective. To examine the extent to which reflective essays written by graduating pharmacy students revealed professional identity formation and self-authorship development. Design. Following a six-week advanced pharmacy practice experience (APPE) grounded in Baxter-Magolda’s Learning Partnerships Model of self-authorship development, students completed a culminating reflective essay on their rotation experiences and professional identity formation. Assessment. Thematic and categorical analysis of 41 de-identified essays revealed nine themes and evidence of all Baxter-Magolda’s domains and phases of self-authorship. Analysis also suggested relationships between self-authorship and pharmacist professional identity formation. Conclusion. Results suggest that purposeful structuring of learning experiences can facilitate professional identity formation. Further, Baxter-Magolda’s framework for self-authorship and use of the Learning Partnership Model seem to align well with pharmacist professional identify formation. Results of this study could be used by pharmacy faculty members when considering how to fill gaps in professional identity formation in future course and curriculum development.