Professional Identity Formation in an Advanced Pharmacy Practice Experience Emphasizing Self-Authorship.
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.
Xavier University of Louisiana College of Pharmacy, New Orleans, Louisiana.
Jessica L
JL
Johnson
Louisiana State University Health Sciences Center, New Orleans, Louisiana.
Sheila
S
Chauvin
D001319:Authorship; D003479:Curriculum; D004521:Educational Measurement; D000071216:Faculty, Pharmacy; D006801:Humans; D007858:Learning; D010604:Pharmacy; D018794:Problem-Based Learning; D011364:Professional Practice; D024382:Professional Role; D013339:Students, Pharmacy
Learning Partnerships Model; professional identity formation; professionalism; reflective writing; self-authorship