Identifying perceptions of professionalism in pharmacy using a four-frame leadership model.
OBJECTIVE
To determine whether professionalism in pharmacy education is addressed from Bolman and Deal's four-frame leadership model.


METHODS
Students (N=624), faculty (N=57), preceptors (N=56), and academic administrators (N=8) at 6 colleges and schools of pharmacy were surveyed to assess professionalism. Using grounded theory methodology and a constant comparative process, common themes were identified for each question in each group. Themes were assigned to the four-frame model and the data were compared.


RESULTS
Mechanisms of addressing professionalism consistent with all 4 frames of the Bolman and Deal's model were identified. Faculty assessment of student professionalism was significantly lower (P<0.05) than the student group, preceptors, and administrators.


CONCLUSIONS
Mechanisms of addressing professionalism in pharmacy education span all four frames of Bolman and Deal's leadership model. The values students bring into a pharmacy program may play an important role in the process of professional socialization. Faculty members have a tremendous opportunity to enhance student professionalism with their daily verbal and nonverbal interactions with students.
Thompson
Dennis F
DF
College of Pharmacy, Southwestern Oklahoma State University, Oklahoma City, OK 73103, USA. dennis.thompson@swosu.edu
Farmer
Kevin C
KC
Beall
Donna G
DG
Evans
David J
DJ
Melchert
Russell B
RB
Ross
Leigh Ann
LA
Schmoll
Beverly J
BJ
D001291:Attitude of Health Personnel; D005178:Faculty; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007398:Interpersonal Relations; D007857:Leadership; D008962:Models, Theoretical; D009633:Nonverbal Communication; D010465:Perception; D010865:Pilot Projects; D011231:Preceptorship; D011361:Professional Competence; D024382:Professional Role; D013339:Students, Pharmacy / Q000523:psychology; D014705:Verbal Behavior