Pharmacy Professionalism Toolkit For Students and Faculty

Pharmacy Professionalism Toolkit
for Students and Faculty
Provided by the
American Pharmacists Association Academy of Student Pharmacists
American Association of Colleges of Pharmacy
Committee on Student Professionalism
Version 1.0
2004
2003-04 Committee Members
AACP Representatives APhA-ASP Representatives
Thomas Reinders, Co-chair Amit Patel, Co-chair

(Virginia Commonwealth University) (University of Cincinnati)
Robert Beardsley Gail Caballes
(University of Maryland) (University of Washington)
Nanci Murphy James Hobbs
(University of Washington) (University of Kentucky)
Amy Schwartz Brea Olson
(Nevada College of Pharmacy) (University of Tennessee)
Andrew Traynor,
(University of Minnesota)
John Vinson
(University of Arkansas for Medical Sciences)
TABLE OF CONTENTS
PREAMBLE.................................................................................................................................. 4
TEN TRAITS THAT DISTINGUISH A PROFESSIONAL.................................................................... 4
DESCRIPTION OF THE PROFESSIONALISM TOOLKIT .................................................................. 7
STUDENT RECRUITMENT ...................................................................................................... 8
I. INTRODUCTION ................................................................................................................................. 8
II. POSSIBLE ACTIVITIES................................................................................................................... 10
A. Pre-Pharmacy Organizations................................................................................................... 10
B. Outreach Programs-Career Fairs............................................................................................. 11
C. Outreach Programs—Mentoring and Shadowing ................................................................... 12
D. Educating the Public on the Pharmacist’s Role in Health Care .............................................. 13
E. Professionalism Prerequisite................................................................................................... 14
ADMISSIONS ............................................................................................................................. 15
I. INTRODUCTION ............................................................................................................................... 15
A. Application Process................................................................................................................. 16
B. Interview Process .................................................................................................................... 17
C. Staff Participation in the Admissions Process ........................................................................ 18
NEW STUDENTS....................................................................................................................... 19
I. INTRODUCTION ............................................................................................................................... 19
A. Student Orientation ................................................................................................................. 21
B. Professionalism Orientation Booklet ...................................................................................... 23
C. Peer Mentoring Programs ....................................................................................................... 24
D. Introduction to Student Pharmacy Organizations ................................................................... 26
E. White Coat Ceremonies .......................................................................................................... 28
F. Public Affirmation of Professionalism.................................................................................... 30
G. Service Projects in Community............................................................................................... 32
H. Charity Fundraisers ................................................................................................................. 34
I. Outside Speakers to Reinforce Messages ............................................................................... 35
J. Introductory Pharmacy Courses ............................................................................................. 37
K. Student Portfolio Process ........................................................................................................ 39
L. Integration into Residence Life Programs (if relevant)........................................................... 40
M. Issues for 0 – 6 Programs (if relevant) .................................................................................... 41
N. Issues for Distance Learning Programs (if relevant)............................................................... 42
O. Issues for Religious-Affiliated Programs (if relevant)............................................................ 43
PROFESSIONAL YEARS 01, 02, 03 (DIDACTIC) ................................................................ 44
I. INTRODUCTION ............................................................................................................................... 44
A. Honor System.......................................................................................................................... 45
B. Dress Code .............................................................................................................................. 46
C. Course Content and Structure ................................................................................................. 47
D. Classroom Demeanor.............................................................................................................. 49
E. Student Membership on School and College Committees...................................................... 50
F. Professional Demeanor: Faculty, Teaching Assistants, Preceptors, Staff & Administrators.. 51
G. Ethics Course Offering............................................................................................................ 52
H. Leadership and Political Advocacy Course Offering.............................................................. 53
I. Recognition and Awards......................................................................................................... 54
J. Cultivating Student and Faculty Relationships....................................................................... 55
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K. Professional Pharmacy Organizations..................................................................................... 56
L. Student Leadership Council .................................................................................................... 57
M. Community Service Requirements (Service Learning) .......................................................... 58
N. Pinning / Professional Commitment Ceremony (End of P3) .................................................. 59
O. Faculty Retreat ........................................................................................................................ 60
P. Student Professionalism Assessment ...................................................................................... 61
EXPERIENTIAL EDUCATION............................................................................................... 62
I. INTRODUCTION ............................................................................................................................... 62
A. Student Orientation ................................................................................................................. 65
B. Faculty / Preceptor Orientation and Training Programs ......................................................... 67
C. Professional Portfolios ............................................................................................................ 70
D. Mentor Programs .................................................................................................................... 71
E. Service Learning..................................................................................................................... 72
F. Community and Hospital Practicums (Introductory Experiences) ......................................... 73
G. Classroom Workshops and/or Reflections .............................................................................. 74
I. Advanced Practicums ............................................................................................................. 77
EXTRACURRICULAR ACTIVITIES..................................................................................... 78
I. INTRODUCTION ............................................................................................................................... 78
A. Professionalism Scholarships and Awards.............................................................................. 80
B. Professionalism Committees................................................................................................... 81
C. Patient-care Projects................................................................................................................ 83
D. Poster Presentations ................................................................................................................ 84
E. Patient Counseling Activities/Competitions ........................................................................... 85
F. Developing a Portfolio ............................................................................................................ 86
G. Honor Codes ........................................................................................................................... 87
H. Broadening the Scope of Practice ........................................................................................... 88
I. Leadership Conferences.......................................................................................................... 89
J. Mentor Programs .................................................................................................................... 90
K. Interprofessional Activities ..................................................................................................... 91
L. Etiquette Dinner ...................................................................................................................... 92
M. Monthly Column on Professionalism ..................................................................................... 93
APPENDIXES ............................................................................................................................. 94
Appendix A - Experiential Rotation Timeline (P1 - P3)......................................................................... 94
Appendix B - Experiential Rotation Timeline: P4.................................................................................. 95
Appendix C – Professionalism Competency in the Curriculum ............................................................. 96
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Preamble
Pharmaceutical care has been described as the “direct, responsible provision of medication-related care
for the purpose of achieving definite outcomes that improve a patient’s quality of life.” Pharmaceutical
care responsibilities include obtaining and reviewing the patient’s medication history, screening for
potential adverse side effects or allergies, providing recommendations for appropriate therapy, educating
patients on the proper use of their medications, monitoring the patient’s ability to take the medication
correctly, monitoring the patient’s drug therapy over time, and collaborating with other health
professionals and the patient to ensure that optimal health outcomes are achieved. Pharmaceutical care
also involves the provision of services (e.g., administering immunizations) that improve access to health
care and promote public health. At the core of patient-pharmacist relationships is a pledge to the patient
(or covenant) that the pharmacist will exercise competent judgment and place the patient’s safety and
welfare above all other considerations. It is a privilege to practice as a pharmacist and, as such, requires
not only competence in the specialized knowledge and skills unique to our profession, but a continuing
commitment to excellence, a respect and compassion for others, and adherence to high standards of
ethical conduct. 1
In order to enhance pharmaceutical care, students, faculty and practitioners must enhance professionalism
with pharmacy education and practice. To define professionalism, the committee looked to the material
developed by the APhA-ASP/AACP Task Force on Professionalism. The following summarizes its
important findings.
TEN TRAITS THAT DISTINGUISH A PROFESSIONAL

As defined in the 1999 APhA-ASP/AACP White Paper on Student Professionalism2, pharmacists and
pharmacy students act professionally when they display the following behaviors as categorized into 10
broad traits 3 :
1. Knowledge and skills of a profession

2. Commitment to self-improvement of skills and knowledge
3. Service orientation
4. Pride in the profession
5. Covenantal relationship with client
6. Creativity and innovation
7. Conscience and trustworthiness
8. Accountability for his/her work
9. Ethically sound decision-making
10. Leadership
1
ASHP Statement on Pharmaceutical Care
2
APhA-ASP/AACP-COD Task Force on Professionalism. White paper on pharmacy student professionalism. J.
Am. Pharm. Assoc. 2000; 40:96-102.
3
Ten Marks of a Professional Working Smart. New York, NY: National Institute of Business Management, March
11, 1991; 17(5)
4
Professional Knowledge, Skills and Behaviors
• Performs responsibilities in a manner consistent with the school’s or college’s educational
outcomes statement, the CAPE outcomes, NABP and ACPE competencies, professional
associations’ competency statements and other professionalism documents
• Interacts effectively with faculty, staff, other students, patients and their families, pharmacy
colleagues and other health professionals
Commitment to Self-Improvement and Life-Long Learning

• Reflects critically on his or her actions and seeks to improve proficiency in all facets of his/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-being
Service Orientation/Altruism
• Demonstrates concern for the welfare of others; uses skills and knowledge to improve their
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 own, e.g., staying as long as necessary to ensure appropriate care
Continuing Commitment to Excellence and Pride in the Profession

• Demonstrates dedication to his/her patients and the profession supported by a strong work ethic
• Upholds the competent delivery of health care services; addresses lack of knowledge or skill in
self and others
• Conscientious; well-prepared for class and clinical rotations
• Displays a consistent effort to exceed minimum requirements; demonstrates quality work
Covenantal Relationship with the Patient and Respect for Others

• Empathetic and responsive to the needs of the patient, the patient’s family and other members 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’s values 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 fairly
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Creativity and Innovation
• Contributes to quality improvement in all professional endeavors
• Applies creative and innovative approaches to challenges
• Contributes to the development of new knowledge and practices that advance pharmaceutical care
Conscience and Trustworthiness

• Demonstrates a high degree of integrity, truthfulness, and fairness
• Uses time and resources appropriately
• Truthful about facts or events
• Does not hide errors
Accountability
• Demonstrates initiative, reliability and follow-through in fulfilling commitments
• Promptly completes responsibilities in a timely manner (notifies appropriate individual of
unexpected emergencies)
• Responsible for, and accountable to others (e.g., patients their families, to society and the
profession)
• Accepts responsibility for one’s errors and explores ways to prevent errors from occurring in the
future
• Confronts individuals who demonstrate unprofessional behavior
• Does not participate in activities that impair judgment or compromise patient care responsibilities
• Accountable for his/her academic and professional performance
Ethically Sound Decision-Making

• Demonstrates an awareness of professional norms, laws, and behavior; knowledgeable of 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 personal boundaries
• Prioritizes responsibilities properly
Leadership
• Contributes to the profession; actively involved in professional organizations or other venues
• 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
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DESCRIPTION OF THE PROFESSIONALISM TOOLKIT
The primary goal of the APhA-ASP/AACP Committee on Student Professionalism is to promote the
professionalization of pharmacy students and faculty. To achieve this goal, the committee developed a
resource of specific activities and strategies that students and administrators can utilize to effectively
promote and assess professionalism on their own campuses.
This document provides professionalism activities in six broad areas:

• Recruitment
• Admissions
• New Students
• Professional Years: P1, P2, P3 (Didactic)
• Experiential Education
• Extra-curricular Activities
For each area, the committee has attempted to identify the “successful practices” used in the nation’s
colleges and schools of pharmacy. Each section reviews what has worked well in the past and provides
insights into possible problems that may occur when trying to implement these activities. Examples of
pharmacy institutions that have experience with the program or policy are provided as reference points.
The committee recognizes that other AACP member institutions may also implement similar tools,
events, or programs, but committee members were not aware of these activities and apologize for any
glaring oversights. The toolkit also references activities described in the abstracts submitted for the 2004
AACP School Poster Session. Although an abstract may include information about numerous
professionalism activities within the institution, the toolkit may only highlight one of these activities. The
activities and references in each area are not listed in any particular order.
In developing this toolkit, the committee considered four key stages to addressing professionalism within
colleges and schools of pharmacy:
1. Define attributes related to professionalism

2. Identify relevant behaviors that correspond to those attributes
3. Create a culture of professionalism in pharmacy schools and practice settings
4. Develop valid and reliable means of assessment and feedback.
AACP and APhA-ASP committee members would like to see the Pharmacy Professionalism Toolkit
serve as a living document and continue to evolve over time. Please contact Libby Ross, AACP Director
of PharmCAS and Student Affairs, at Lross@aacp.org, if you would like to make a contribution to an
existing activity in the list or suggest new ways to promote professionalism in pharmacy education.
“Knowledge is derived from the scientific method; wisdom is gained from human interactions.”
AAMC Council of Academic Societies
7
STUDENT RECRUITMENT
Best Practice Guidelines
Gail D. Caballes, University of Washington

Nanci L. Murphy, University of Washington
I. INTRODUCTION
Background
Pharmaceutical care as described by Hepler and Strand, promotes a “covenantal and caring relationship
with patients.” To establish and foster successful patient relationships, a pharmacist must not only
exercise sound professional judgment, but also demonstrate personal attributes such as integrity,
accountability, and compassion. Prospective pharmacy students should become familiar with the unique
roles and responsibilities of a pharmacist as early as possible. It is important to recruit students who
embrace the pharmaceutical care philosophy and are willing to uphold the profession’s high standards of
moral and ethical conduct. Students must also realize that professional development is an ongoing process
and willingly engage in activities that will enhance their practice skills throughout their career.
Practitioners, faculty members, current students and mentors may influence an applicant’s initial
perception of the profession. It is therefore important that all contribute to enhancing (rather than
undermining) an applicant’s understanding of professionalism and the core values fundamental to our
profession.
Recruitment activities offer a wide variety of opportunities to introduce professionalism. Many schools
have hired individuals whose primary responsibility is to plan and oversee recruitment initiatives.
Application materials, including information on school websites, should contain information on
pharmacy’s evolving role in health care and the professional attributes that support patient-centered care.
The Oath of the Pharmacist, the Pledge to Professionalism, the Pharmacist’s Code of Ethics, and the
school’s internal documents on professional behavior, are examples of references that ought to be made
available to prospective students. High school counselors and pre-pharmacy advisers should be
knowledgeable on the academic and personal qualities that enhance future success. Presentations at career
fairs, pre-pharmacy club meetings and other similar forums could include discussions on pharmaceutical
care and the pharmacist’s integral role on the health care team.
Planning Elements
Each school must identify the best individuals to work on these initiatives. Since professionalism issues
can arise in many ways and in different situations, appropriate steps must be taken to ensure the overall
message is consistent with the college or school’s program expectations. Although the main introduction
to professionalism is typically given prior to the start of the first professional year, it is important to
discuss professionalism earlier to increase awareness of this issue.
Students, faculty, staff, and practitioners are often invited to speak at area high schools, community
colleges, and universities. Practitioners and pharmacy students delivering presentations at their former
high schools and pre-pharmacy institutions, have been particularly well-received. Creating written
materials, such as PowerPoint presentations, brochures and poster boards should involve collaboration
with faculty, staff, students and practitioners. Presenters should be familiar with opportunities in the
different areas of pharmacy (community pharmacy, hospital pharmacy, academia, etc.) to ensure student
interest areas area addressed. Discussion of the Code of Ethics, the Oath of the Pharmacist, and the Pledge
to Professionalism, as well as a discussion of ethical issues, will help reinforce the high value the school
places on professionalism.
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A PowerPoint template could be created for presentations or discussions with prospective students. This
would ensure that an accurate and consistent message is delivered regardless of the presenter.
Documenting what went well and what needs improvement will help subsequent presenters improve this
activity in the future.
Timelines
Recruitment opportunities present themselves throughout the year. Students may request applications or
visit the advising office at any time during the year. Scheduling visits with other schools and groups is
not always feasible unless dates are set well in advance. For this reason, individual programs should
create timelines that best fits their schedules. However, since the topic of professionalism is quite broad,
adequate preparation is necessary. Pharmacy programs should enlist current students to participate in
recruitment activities before they leave campus at the end of the school year. This will allow sufficient
time to plan in the summer months when students may have more free time.
Promotion
In order for recruitment materials to be available by the start of the school year, promotion for committee
chairs and members should occur towards the end of the preceding school year. Faculty participation
should also be sought before the summer session begins.
Evaluation
Documentation of applicant responses regarding their understanding of professionalism will help in the
evaluation of these initiatives.
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II. POSSIBLE ACTIVITIES
A. Pre-Pharmacy Organizations
Description of activity
Pre-pharmacy organizations are typically composed of students interested in applying to pharmacy
school. These organizations provide an excellent forum to explore career opportunities, learn about the
school or college’s program of studies, and prepare for the admission process. Students can inquire about
classes, internship opportunities, and receive advice on admissions. They may also participate in journal
clubs or extracurricular activities planned by current pharmacy students.
Rationale
Before applying to a program, students often seek the advice of a college counselor or program advisor to
answer technical questions on the admissions process and Pharm.D. degree requirements. Current student
pharmacists, however, can provide other kinds of information. This would be a great opportunity to
discuss the topic of professionalism, as well as involve pre-pharmacy students in activities that foster
leadership, altruism and pride in the profession.
Areas of professionalism addressed

Activities promoting the importance of professionalism will raise awareness of this topic and create a
baseline of expectations students may refer back to as they progress through the application process.
Special issues involving planning / promotion / implementation

Pharmacy students who lead these discussions must be well-versed in professionalism issues and able to
apply these tenets to different work environments and situations. Faculty advisors should also either be
present and/or consulted before information is presented to pre-pharmacy students.
Examples of programs and resources

• Duquesne University
• Western University of Health Sciences
• University of Kentucky
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B. Outreach Programs-Career Fairs
Career fairs provide a forum for high school and college students to explore different career options. This
is an opportune time to discuss the evolving role of pharmacists and key attributes essential to the
provision of pharmaceutical care.
Rationale
Although it is not uncommon for students to have identified a career goal while still in high school, many
may be still trying to decide among the various choices in the health professions. Career fairs allow
prospective students to explore current opportunities in the pharmacy profession.

This type of program helps increase awareness of the pharmacist’s role in health care and acquaints a
prospective student on the profession’s expectations regarding professional behavior.

The issue of finding representatives to attend high school career fairs may be problematic since they are
often scheduled on a weekday. If the fair spans the course of a day, finding students, faculty and
practitioners to remain at a booth for this length of time presents a significant challenge.

• Rutgers University
• South Dakota State University
• University of Florida
• University of Tennessee
• “Keep your Options Open,” Iowa Pharmacists Association (Provides resources for those involved in
recruitment activities): www.iarx.org/Resources?putlications/Options.aspx
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C. Outreach Programs—Mentoring and Shadowing
Mentoring allows the prospective student to learn about the pharmacy program and the profession from a
current student or a practitioner. Introducing middle and high school students to the pharmacy profession
via job shadowing programs allows them to see first-hand the skills, attitudes and education necessary for
a successful career as a pharmacist. Strong role models and mentors can help students overcome
challenges to professionalism they may face in the future.
Rationale
Prospective students can experience for themselves the day-to day activities of the pharmacist and the
challenges/opportunities this career presents. The mentor can share work experiences that require
professional behavior and also discuss scenarios where unprofessional behavior was observed.

The mentor can explain expectations of professional behavior as it applies to different settings and
situations.

Finding students and practitioners willing to donate time to take a prospective student “under their wing”
presents the biggest challenge. If the plan is to create a structured mentor program, recruiting mentors
needs to begin well in advance of the projected start date.

At Purdue University, for example, “freshmen are matched with an upper class pharmacy student who
provides support, encouragement, and guidance. All freshmen are eligible to participate. First, second,
and third professional year pharmacy students serve as mentors.”
• Ohio State University - Early Admissions Pathway (EAP) Mentoring Program

• Auburn University
• University of Pittsburgh
• Western University of Health Sciences
• University of Washington
• St. John’s University
• University of Wisconsin-Madison
• NACDS Pharmacies of Promise. www.pharmaciesofpromise.org
2004 AACP School Poster:

“Professionalism Is More Than a White Coat: Beyond Rules and Rituals.” Cynthia J. Boyle, Jill
A. Morgan, Robert S. Beardsley, University of Maryland.
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D. Educating the Public on the Pharmacist’s Role in Health Care
There are a number of different ways pharmacy students and faculty can promote the role of pharmacists
in health care, including use of the media, health fairs, career days, presentations, printed materials,
videos, web sites, organized events, etc. Schools are encouraged to promote these public education
activities to prospective pharmacy students.
Rationale
The public’s perception of the pharmacist needs to reflect current roles in patient care. Efforts should be
made to emphasize the pharmacist’s role in improving health outcomes as well as the professional tenets
central to pharmaceutical care.
Schools should include language on professionalism in recruitment brochures, web pages and application
materials. It is important that applicants are aware of the school’s expectations, in both academic
performance and professional behaviors.

Pride in the profession, service orientation, raising the general public’s awareness on the requisite
knowledge, skills and abilities required of a practicing pharmacist.

• Auburn University:
http://pharmacy.auburn.edu/prospective_student professional_degree/expected-attributes.htm
• University of Washington’s Admission, Graduation and Academic Standards Document
http://depts.washington.edu/pha/students/applciation/2004packet.pdf pg. 10-11
• AACP website
http://www.aacp.org
• St. John’s University- “Good Morning America”
• Long Island University “Today Show” http://www.brooklyn.liunet.edu/wn/2003/55.html
• University of Washington - “Northwest Afternoon”
• National Pharmacy Week activities – http://www.aphanet.org
• Canadian Pharmacists Association: Pharmacy Week site -
http://www.pharmacists.ca/content/hcp/resource_centre/pharmacist_awareness/resource_manual.cfm
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E. Professionalism Prerequisite
Schools and colleges identify selected courses, i.e., biology, chemistry, calculus, etc. as prerequisites for
admission to their programs. Students could also be asked to submit information on their professionalism
traits as a required component of their application.
Professional attributes could include:

• Demonstrates a spirit of inquiry and curiosity (desire to learn beyond course expectations)
• Demonstrates creativity (projects, extracurricular or work activities)
• Demonstrates a capacity to achieve with an awareness of strengths and weaknesses
• Demonstrates compassion and empathy
• Works well on a team
• Builds a good rapport with others
• Strong problem-solving ability
• Accountable and responsible
• Good oral and written communication skills
• Demonstrates an ability to cope with life’s situations
• Decisive and resourceful
• Displays strong ethics
• Maintains composure in stressful or unfamiliar situations
A portfolio could include a letter of recommendation from a supervisor, co-worker, faculty member, or
patient, and a description of projects or volunteer experiences where these traits were demonstrated.
Rationale
It is hoped that students who demonstrate professional attributes prior to entering a pharmacy degree
program will continue to value these behaviors as practitioners.
Areas of professionalism
Service orientation, creativity and innovation, trustworthiness, accountability for his/her work, leadership,
compassion, etc.
Special issues involving promotion/planning and implementation

• Faculty approval
• Identifying what activities will count toward the prerequisite
• Evaluation of whether this prerequisite impacts success as a pharmacy student

• See also topics under Admissions

“Achieving Professionalism in the Pharmacy Program at the University of Montana.” Lori J.
Morin, Jean T. Carter, Gayle A. Cochran, University of Montana.
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ADMISSIONS
James Hobbs, University of Kentucky

Thomas Reinders, Virginia Commonwealth University
John Vinson, University of Arkansas for Medical Sciences
I. INTRODUCTION
Background
The admissions process is tantamount to licensure as a pharmacist since the majority of students entering
colleges and schools of pharmacy complete their degree. Thus, professionalism is an important element of
the admissions process. In addition to academic preparedness, admission committees should evaluate an
applicant’s potential to demonstrate and embrace the professional behaviors and attitudes necessary to
provide quality patient care.
Planning Elements
Written documentation about the admissions process for pharmacy degree programs must be available to
prospective applicants. The same information should be available to all prospective applicants regardless
of the communication channel (e.g., written, verbal, electronic). An admissions committee should be
formed to objectively assess an applicant’s credentials provided in a standardized format (e.g.,
PharmCAS, supplemental application forms).
Timelines
All information about the admissions process should be reviewed by administrators and faculty prior to
the start of each admissions cycle, generally in the late summer or early fall. Updates or revisions should
be provided as needed.
Promotion
Prospective applicants to colleges and schools of pharmacy are likely to receive general information about
the profession and specific information about the admissions process from a variety of sources. Usual
sources include websites (e.g., AACP, PharmCAS, or specific schools or colleges), academic advisors at
colleges or universities and alumni.
Evaluation
The adequacy of the admissions process can be measured against standardized measures of achievement
as students progress through the academic program and upon graduation. Standardized measures include
grade point averages, grades within specific disciplines, participation in student organizations, and
performance in advanced pharmacy practice experiences, post-graduate study, and the type of
employment upon graduation.
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A. Application Process
The application process is initiated by the completion of a formal application which can be centralized
(e.g., PharmCAS) or decentralized with the submission of an application directly to the college or school.
Many pharmacy institutions that utilize PharmCAS also require a supplemental application to capture
school-specific information not captured on the standardized form.
Rationale
The formal application process serves as an appropriate and consistent means of obtaining information
from prospective applicants.

Accountability and respect are the major components of professionalism addressed with the application
process.
Special issues involving planning/promotion/implementation

Traditional assessment measures (e.g., grades, PCAT scores) are identified to determine an applicant’s
suitability to pursue pharmacy as a career option. Since health professionals are called upon to provide a
variety of health-related and civic services in their community, the application process should provide
applicants with an opportunity to identify their participation in extracurricular activities. Additionally,
these may be enhanced through the submission of reference letters from individuals who have known the
applicant over a period of time and generally have observed the application of their knowledge, skills and
attitudes. Admission offices may require letters from faculty, employers, advisors, and health
professionals.

See also “Professionalism Prerequisite” under “Student Recruitment” header.

“Professionalization as a Continuum: From Prepharmacy Student to Alumni.” Kenneth M. Hale,
Robert W. Brueggemeier, Gerald L. Cable, Sylvan G. Frank, Milap C. Nahata, The Ohio State
University.
16
B. Interview Process
An admissions interview is an organized event that facilitates a dialog between representatives from the
School (e.g., faculty, students, alumni) with prospective applicants. These sessions can be arranged as
part of the admissions process.
Rationale
Applicants should understand the need for evaluation by representatives from the school concerning their
knowledge, skills and attitudes. Likewise, applicants should be able to interview school or college
representatives about the suitability of their program for their particular needs.

Accountability, integrity, service, leadership, respect, and a personal commitment to life-long learning are
the major components of professionalism addressed with the interview process.

The interview process should be organized with a specific itinerary for each prospective applicant. Some
colleges and schools begin with a presentation by the Dean or their representative that offers an overview
of the program and incorporates the expectations of professionalism from students enrolled in the
pharmacy degree program. The overview is generally followed by an assessment of the applicant through
formal interviews, the preparation of an extemporaneous on-site essay, and the possible completion of one
or more standardized assessment tools. The session may conclude with a tour of the college or school and
the campus.
Representatives serving as interviewers should participate in a formal orientation session to achieve a

measure of uniformity among interviewers. Colleges and schools must consider the investment of time
and resources that are required to conduct a formal training program for those participating as
interviewers (e.g., faculty, alumni and students). Likewise, the institution should consider the investment
of time and resources necessary to conduct interview sessions for prospective applicants. Strategies for
the recruitment, reward and recognition of participating faculty, students and alumni must be considered.
The admissions committee may develop a set of standardized interview questions to achieve a fair and
consistent assessment of all applicants. The interview process should incorporate behavioral interviewing
techniques that assess competencies determined to be key in pharmacy student success. Since pharmacists
must be able to solve a variety of problems in their daily practice of the profession, special attention
should be given to developing scenarios that involve common problem solving skills.

“A Strategic Approach to Student Professional Development at the University of Missouri-
Kansas City School of Pharmacy.” Maureen Knell, Mary L. Euler, Patricia A. Marken, University
of Missouri- Kansas City.
Reference
Latif DA. Using the Structured Interview for a More Reliable Assessment of Pharmacy Student
Applicants. Am J Pharm Educ. 2004; 68(1):21.
17
C. Staff Participation in the Admissions Process
Staff members, usually residing in the Office of the Dean, are the most likely individuals to serve as
primary contacts throughout the admissions process. Their professionalism is critical in attracting quality
applicants to the school or college. Colleges and schools should include staff members in training
sessions related to promoting professionalism on campus.
Rationale
Staff members serve as ambassadors for the profession since they are the most frequent contact for
applicants to schools or colleges. They must be knowledgeable about the admissions process and be
familiar with sources of referral within their specific school or college.

Respect and accountability serve as major components of professionalism addressed by the interactions
between staff members and prospective applicants.

Schools and colleges must consider the investment of time and resources to fully develop the talent and
expertise of their staff members. Staff should be encouraged or required to participate in training
programs designed to enhance effective interactions with prospective applicants.
18
New Students
Robert Beardsley, University of Maryland

Brea Olson, University of Tennessee
I. INTRODUCTION
Experience has shown that it is important to discuss professionalism with new pharmacy students.
Pharmacy students enter Doctor of Pharmacy degree programs from a variety of backgrounds and
experiences. Some have been instructed about appropriate professional behavior while many have not.
Thus, colleges and schools need to develop strategies to prepare new students for future development and
expected behaviors. These strategies should define specific aspects of professionalism and expectations
for professional behavior. Among other things, colleges and schools must describe the unique
characteristics of professionalism within the new students’ culture. Characteristics may vary from school
to school, so each institution must first decide what is important to share with new students and then
determine the best approach to communicate this critical information. Arriving students may have
preconceived ideas about what professionalism is and what is expected of professional students based on
their past experiences. They may find that some former behaviors are not appropriate in a professional
program. Colleges and schools must clearly articulate these important initial messages. Institutions
should use faculty, administrators, and current students to reinforce these messages since new students
observe as well as listen to current members of the academy. Schools should establish strategies unique
to their environment to address these important concepts early in the student’s educational experience.
When developing these strategies to address new students, schools should consider the following
elements.
Planning Elements
Identify the best group of individuals to work on these initiatives within the institution. Some institutions
use student leaders to speak to new students, while others use a combination of students, faculty, staff,
and alumni. Colleges and schools may appoint a professional development committee to review all
aspects of the institution’s environment and curriculum to assure that professionalism concepts are
inculcated into every aspect of the pharmacy school culture. If a formal orientation is planned, the
orientation planning committee (if relevant) must be involved. Unfortunately, some schools just use the
lecture approach where the Dean addresses the new students and “tells like it is” without any other
discussion. Experience has shown that the most effective planning requires both current students and
faculty to work together. It is important to build on past experiences; or the experiences of other schools.
Evaluate strategies and document past experiences for future planning.
Timelines
Experience has shown that efficient planning relies on effective timing. If a fall orientation session is
scheduled, then the planning group needs to start in late May before the start of the summer break. In
addition, planning must continue during the summer. The planning group must build on previous
experiences and adjust timelines accordingly.
Promotion
Typically, new students are overwhelmed with new information and activities during their first months on
campus. They must obtain new lodging arrangements, acquaint themselves with new academic courses,
and adjust their personal lives. The planning group must “promote” professional activities appropriately
to capture the attention of new students during this hectic time. Faculty, current students, and
19
administrators are also busy. The planning group must work diligently to achieve cooperation from
faculty, administrators, and current students. The planning group needs to start initial promotion at least 3
months in advance of each activity with intense promotion 6-weeks out and final promotion 1 week prior
to the event.
Evaluation
Colleges and schools should assess the effectiveness the professionalism programs and logistical planning
process of each activity for new students. It is critical to future development that planning groups
evaluate the programs from the perspective of new students, current students and faculty participants and
to share the results with future program planners.
20
Colleges and schools use the following activities to enhance professional development of new students.
In order to assist individuals who would like to develop similar strategies, this section briefly describes
each activity, its rationale, the areas of professionalism addressed, planning, promotion, implementation,
resources, and references. A checklist of suggested planning steps is included for each activity.
A. Student Orientation
Student orientation sessions offer a golden opportunity to introduce professionalism. Student orientations
serve to teach new students about all aspects of student life as they segue into a professional curriculum.
These sessions may be held over several days or an entire week. Faculty, staff, and current students often
participate in this process and sometimes even serve as group leaders or mentors. Activities may include
a mix of small group sessions and “lecture style” sessions. Small group sessions are especially important
for conducting discussions about what professionalism entails. During orientation new students may
learn more about professional student organizations, and they may even write a Pledge of Professionalism
that is unique to their incoming class. As described below, White Coat ceremonies are often held at the
conclusion of the orientation and serve as the official beginning of the professional pharmacy experience.
Rationale
Student orientation is the first exposure that new students have to pharmacy school. Most students are
excited to begin a professional degree program, and they are eager to learn all that pharmacy school
entails. Professionalism can be introduced to the new students in several different ways and can be
modeled by both faculty and current students. By exposing incoming students to the importance of
professionalism from the first day of school, this concept will become a part of their everyday life as
pharmacy students.

The main focus for professionalism will be placed on expected professional behaviors and attitudes in the
classroom and during school-sponsored events. Most colleges of pharmacy have an Honor Code and/or a
dress code that will be introduced to students during this time. The roles of professional organizations
within the school to promote professionalism can also be explained. School’s formal and informal
policies related to appropriate behaviors are typically addressed.

In order to involve faculty and current students in the orientation process, they must first be taught what is
expected of them as leaders. Planning must begin during the spring, especially for students selected as
orientation leaders. These leaders should meet together several times before the actual student orientation
to discuss the schedule, format, and expectations.

• University of Maryland
• University of California – San Francisco
21
2004 AACP School Posters:
“Enhancing Professionalism by Engaging Pharmacy Students Early in their Education

Experience.” Gary W. Bumgarner, Alan R. Spies, C. Scott Asbill, Valerie T. Prince, Samford
University.
“Creating a Culture of Professionalism: The First Step in a Life Long Journey.” Cynthia B.
Watchmaker, Donald T. Kishi, Michael E. Winter, University of California, San Francisco.
“Howard University Professionalism Workshop and White Coat Ceremony.” Anthony K. Wutoh,
Joseph R. Ofosu, Olu A. Olusanya, E. Jeannette Andrews, Pedro J. Lecca, Howard University.
“Developing Professionalism Through the Official and Unofficial Curriculum.” Regina G.

Caldwell, Dwaine K. Green, Phyllis E. Nally, Peggy Piascik and William C. Lubawy, University
of Kentucky.
“Intentional Professionalization Strategies Across the Pharmacy Education Experience

(or Baking the Perfect Soufflé).” Pamela U. Joyner, University of North Carolina at Chapel Hill.
“Enhancing the Professionalism of Pharmacy Students at the University of Washington.”

Authors: Katherine Hale, Gail Caballes, Dana Hammer, Nanci Murphy, University of
Washington.
Reference
Brown ME, Kirschenbaum HL, Bazil MK, et al. Orientation seminar for students entering the
professional phase of the pharmacy curriculum. Am. J. Pharm. Educ. 1998;62: 84S.
Checklist of Planning Steps
___ begin all planning no later than spring or 3 months ahead of time
___ determine dates, length, and format of student orientation
___ target areas of professionalism to be discussed
___ identify special programs to reinforce professional topics (White Coat Ceremony, Oath of a
Pharmacist, Pledge of Professionalism)
___ identify outside speakers who may be involved
___ if applicable contact leaders of student organizations to inform them of how student
organizations will be introduced to new students
___ if applicable, implement mentoring program to begin with student orientation
___ decide who will be involved in leading the orientation process (students, faculty, alumni)
___ assemble materials and packets for leaders and students
___ hold a training session for leaders to go over schedule, materials, and expectations
___ upon completion of orientation, gather feedback from new students and leaders
___ record ideas for improvement for the following year
22
B. Professionalism Orientation Booklet
Prepare a compilation of short stories, articles, and essays that emphasize the importance of
professionalism and distribute the bound materials to all first-year pharmacy students upon matriculation
or during the summer prior to their entry into the program. Discuss the contents of the booklet in small
groups with faculty facilitation during orientation sessions when the students arrive on campus.
In addition on in lieu of a professionalism orientation booklet, some schools have developed a journal
club that develops a list of recommended readings on professionalism and ethics on a monthly or periodic
basis.
Rationale
The professionalism orientation booklet gives students a tangible and accessible resource to learn the
value of professionalism on campus and within a patient care environment.

This activity relates to all areas of professionalism.

• University of Mississippi – Coordinator for Student Professional Development
• The National Boards of Medical Examiners: The Behaviors of Professionalism

“Enhancing Professionalism by Engaging Pharmacy Students Early in their Education
Experience.” Gary W. Bumgarner, Alan R. Spies, C. Scott Asbill, Valerie T. Prince, Samford
University.
23
C. Peer Mentoring Programs
Mentoring programs pair new students with existing students. Formal, structured programs, such as “Big
Brother, Big Sister” programs, exist in many schools of pharmacy where new students are paired with
current students. Informal mentoring exists as well but is more difficult to identify. Informal mentoring
occurs in hallways, cafeterias, and social gatherings. In addition, pharmacy professional groups, such as
fraternities, typically have mentoring programs to help new members adjust to professional education. In
most formal programs, second year students are paired with first year students. Some schools assign
mentors as soon as students are admitted into the program, while others wait until the start of classes.
Another variation is to have student leaders mentor a group of 3 to 4 students so that students work in a
group early on. These mentoring programs involve different levels of mentor involvement, such as
sharing notes, textbooks, and other course related material; and advising new students about course
selection and study habits. Effective mentors typically share their experiences and survival tips with the
new students.
Rationale
Formal and informal programs are useful in assisting new students in adapting to new environments.
They provide a sense of belonging, support, and hope as students adjust to a rigorous academic
curriculum. A major benefit of these programs is that mentors can reinforce the professional values and
beliefs discussed in other venues.

Mentors can articulate expectations of professional behavior. Mentors typically acquaint new students
with the formal and informal channels of problem solving and networking within the school. They can
also highlight the consequences of inappropriate behavior, many times, more effectively than a faculty
member can.

Planning groups must identify current students who want to be mentors, also known as student
ambassadors at some institutions. Some schools require all second year students to participate, which
may cause difficulty in some cases. Mentors must be motivated to participate in this volunteer effort since
it takes time and effort. The planning group must have reliable contact information for both mentors and
new students so that they can communicate with each other. Planners should develop resource materials
for both mentors and new students to use regarding the purpose of the mentoring program, strategies for
mentoring, and expectations of both parties. Colleges and schools may hold luncheons or receptions
during orientation or the first week of classes to bring mentors and new students together. Although
mentoring relationships can continue for several years, experience has shown that in most cases these
relationships weaken over time as new students become more comfortable in their environments. Schools
should take steps to minimize mentors reinforcement of negative attitudes and beliefs, such working
around the system, cheating, or cutting corners. Institutions should periodically assess both mentors and
new students regarding the value and content of mentoring sessions.

“Professionalization as a Continuum: From Prepharmacy Student to Alumni.” Kenneth M. Hale,
Robert W. Brueggemeier, Gerald L. Cable, Sylvan G. Frank, Milap C. Nahata, The Ohio State
University.
24
References
Abernethy AD. A mentoring program for underrepresented-minority students at the University of
Rochester School of Medicine. Acad Med 1999 74: 356-359
Kalet A, Krackov S, and Rey M. Mentoring for a New Era. Acad Med 2002 77: 1171-a-1172-a.
Wright WR Jr, Dirsa AE, Martin SS. Physician mentoring: A process to maximize the success of new
physicians and enhance synchronization of the group. J Med Prac Mgmt. 2002;18: 133-7.
Yang TS, Fjortoft NF. Developing into a professional: Students' perspectives. Am J Pharm Educ. 1997;
61: 83S.
Checklist of planning steps

___ determine purpose of mentoring program, expectations, and procedures
___ planning should begin the spring prior to fall implementation
___ determine number of entering students
___ collect background information on entering students
___ meet with current students to recruit mentors
___ identify current students who will serve as mentors
___ collect background information on mentors
___ pair-up entering students with mentors based on common backgrounds if possible
___ communicate pairings to both mentors and entering students and also expectations
___ conduct an orientation program for mentors
___ include a segment dealing with mentoring in entering student orientation sessions
___ hold social activities involving both mentors and new students throughout the year if desired
___ monitor the success of the program and intervene when needed
25
D. Introduction to Student Pharmacy Organizations
The introduction of new students to pharmacy professional organizations may vary depending on the
structure of the campus and the pharmacy program. Pharmacy schools may have several pharmacy
organizations on campus, or only a few. One way to introduce these organizations is during the
orientation sessions described earlier. Organizations may set up booths for students to come by and ask
questions; develop presentations (PowerPoint, videos) of their respective organizations; or invite alumni
and practicing pharmacists to meet with new students to reinforce the value of joining professional
organizations. Because so much new information is presented during orientation, it is important to hold
follow-up events during the first weeks of class. Events may include a chapter meeting or a social
gathering, such as a pizza party, so that new students are able to meet the current students and pharmacists
who are involved in the various organizations. Students often join organizations in which they feel they
are able to make a difference, therefore, it is important to offer opportunities for new students to
participate in and contribute to an organization’s activities. Opportunities can range from serving on a
committee to representing the professional class on the executive council of that organization.
Rationale
An important part of any professional school should be hands-on learning in addition to classroom
lectures and reading assignments. According to the White Paper, “Experience has shown that the
attitudes and behaviors that characterize professionalism cannot be learned from a textbook or lecture.”
Involvement in pharmacy student organizations helps students to develop certain qualities, including
leadership, time management, and collaboration with others, that are important in the professional world.
Other skills may be fine tuned through participation in events held by these organizations. For example,
students may become more confident about taking patients’ blood pressures through participation in a
hypertension event sponsored by a student pharmacy organization.

All areas of professionalism may be addressed through participation in student pharmacy organizations.
Students will develop professional skills from these organizations that may be added to the professional
knowledge gained in the classroom. New students will observe the professional behavior of current
students, faculty and practicing pharmacists who are active in these organizations.

If student organizations will be presented during orientation, the leaders in each organization must meet
with the person in charge of planning the orientation in order to map out the best approach for the
students at that campus. Planning should start several months before the actual orientation.
Representatives of each student group should meet ahead of time to design a calendar of events so that
activities planned by each organization do not conflict.

• American Pharmacists Association – Academy of Student Pharmacists (www.aphanet.org)
• American Association of Colleges of Pharmacy (www.aacp.org)
• American Society of Health-Systems Pharmacists (www.ashp.org)
• National Community Pharmacists Association (www.ncpa.com)
Reference
APhA-ASP/AACP-COD Task Force on Professionalism. White paper on pharmacy student
professionalism. J Am Pharm Assoc. 2000;40:96-102. Also available on-line at:
http://www.aphanet.org/students/whitepaper.pdf
26
___ determine the best approach for presenting student organizations to new students
___ planning should begin 3 months ahead of time
___ student organization leaders should meet together to determine the time frame and format
for introducing their respective organizations
___ each group should assemble materials about their organization to give to new students
___ a calendar of events for all pharmacy student organizations should be made to prevent
conflicting events
___ events should be scheduled in a manner to avoid conflicts with new students’ academic
schedule
27
E. White Coat Ceremonies
In an effort to demonstrate professionalism, many colleges of pharmacy have implemented a White Coat
ceremony for new students. These ceremonies are often held early in the students’ experience, for
example during orientation, the first day of class, or some time during their first semester. Some schools
hold the ceremony in the third year as students move from the didactic to the clinical portion of their
Pharm.D. degree program. Each ceremony should be developed around the unique needs of each school.
The White Coat ceremony may be planned during the day or in the evening. Often the ceremony is held
in conjunction with a social event, such as a lunch, dinner, or reception. It is a time of celebration and
remembrance. A keynote speaker may be invited as well as other prominent members of the community,
such as legislators, campus administrators, or the president of the state pharmacy association. Many
schools also include parents, spouses, current students, and faculty members in the celebration. In
addition to giving each student a new white coat, the ceremony may include a time for students to recite
the Oath of the Pharmacist or the Pledge of Professionalism. Several schools have new student class
write its own oath or pledge to be recited at the ceremony.
Rationale
The “white coat” is a powerful symbol of the awesome responsibility that pharmacists have as health care
providers. The presentation of the white coat to new students represents their passage into the pharmacy
profession with all the opportunities and responsibilities associated with professionalism. The ceremony
also provides an opportunity for the class to come together (to celebrate a significant event together) for
the first time which is quite memorable for many students. Having family members and other important
individuals participate also adds to this event.

The White Coat ceremony emphasizes the professional responsibility that pharmacists have as health care
providers. Through the ceremony, new students will learn to take pride in being a part of the profession
of pharmacy.

The important and special meaning of this ceremony can be lost if proper planning and preparations are
not made. Ideally, both faculty members and current students should plan this ceremony. Allowing
family to witness this event helps to demonstrate the important meaning of the ceremony. Selecting the
best time and date is probably the most difficult task based on everyone’s busy schedules. The planning
committee must prioritize which target groups are the most important. For example, if the goal is to have
as many family members as possible involved, then the event needs to be scheduled during the weekend.
If the group wants a large alumni turnout, then later in the evening on a weekday would be the best. This
ceremony should be planned several months in advance, and invitations should be sent to students and
family members with enough advance notice for them to make arrangements to travel to the school.
Invitations to keynote speakers, alumni, and pharmacy state leaders should also be sent well ahead of
time. In order to emphasize this special occasion, the ceremony should be held away from campus or at a
special location on campus.
28
• Howard University
• University of California – San Francisco

“Successful Professionalization of Pharmacy Students at Mercer University.” James W. Bartling,
Jordana L. Stephens, Mercer University Southern School of Pharmacy.
“A Multi-faceted Approach to Enhancing Professionalism of Pharmacy Students.” Caroline Zeind,

Michelle M. Kalis, Joseph M. Calomo, Martin Zdanowicz, Mehdi Boroujerdi, Massachusetts College
of Pharmacy and Health Sciences-Boston.
“Enhancing the Professionalism of Pharmacy Students at the University of Washington.”

Katherine Hale, Gail Caballes, Dana Hammer, Nanci Murphy, University of Washington.
References
Brown DL, Ferrill MJ, Pankaski MC. White Coat Ceremonies in U.S. Schools of Pharmacy. Annals of
Pharmacotherapy 2003;37(10):1414-19.

professionalism. J Am Pharm Assoc. 2000;40:96-102. Also available at:

___ identify a planning committee made up of students and faculty to coordinate the event
___ planning should begin 3 months in advance
___ identify target student group (new students and/or third professional year students)
___ decide on a date, time, and location
___ if applicable, contact possible sponsors for the event
___ determine target groups to attend (family, faculty, alumni, state pharmacy leaders, etc)
___ choose invitations and send 4-6 weeks in advance
___ choose the format for the event (dinner, luncheon, ceremony, etc)
___ reserve venue, caterer, AV equipment, etc
___ coordinate fittings and sales for the coats and choose patch, monogramming, etc
___ choose a keynote speaker, if applicable
___ plan the details for the ceremony and have programs printed for guests
___ have students recite Oath of a Pharmacist, Pledge of Professionalism, or unique pledge
written by the students
___ insure all deposits and final payments are made for venue, caterer, equipment, white
coats, etc
___ write thank you notes to keynote speaker, sponsors, and others who played an important role
in the event
___ gather feedback and ideas to improve the event for the following year
___ maintain and update a notebook with all details of the planning process
29
F. Public Affirmation of Professionalism
In many institutions, students demonstrate public affirmation of professionalism in a variety of ways.
Most common is through the reciting of the Oath of a Pharmacist or the Pledge of Professionalism in
some type of public forum. Some schools incorporate this activity into important ceremonies, such as the
White Coat ceremony, pinning ceremony, or graduation. Several schools have tapped into the creativity
of their students by having them write their own pledge during the orientation sessions. Developing a
pledge that is unique to each new class promotes creativity, ownership, and pride.
Rationale
As health care professionals, pharmacists must hold themselves to very high standards. By reciting or
developing a pledge, new students are able to see early on the importance that our profession places on
ethics and values.

Through public affirmation, students demonstrate pride for the profession of pharmacy and commitment
to the caring of patients. They also have an opportunity to reflect on the various attributes of
professionalism addressed in these pledges.

The Oath of a Pharmacist and Pledge of Professionalism can easily be distributed and recited at any
professional ceremony, including the White Coat ceremony. However, more planning and preparation
will be required when new students compose their own pledge. If the pledge will be recited during the
White Coat ceremony, orientation is an ideal time for students to develop a class pledge. Special
consideration should be given to discussing both the Oath and the Pledge in small groups before reciting
so that students fully understand the meaning behind the vows they are saying and the commitments they
are making.


“Our Prescription for Professionalism.” Mary Ann F. Kirkpatrick, Bernard J. Dunn School of
Pharmacy of Shenandoah University.
Reference

___ evaluate current school programs at which public affirmation of professionalism can be
made
___ consider implementing new programs, such as white coat ceremonies
___ choose the Oath or the Pharmacist or the Pledge of Professionalism, or have students create
their own pledge
30
If students write their own pledge:
___ choose the appropriate time within the curriculum for students to write the pledge
___ if new students will be writing the pledge, consider having them do this during orientation or
during their introduction to pharmacy course
___ break students into small groups to begin the writing process and then bring the groups
together to compose one pledge
___ choose student and faculty leaders to guide them in the writing process
___ plan a ceremony or event at which the students can recite their newly written pledge
___ display the pledge in the school/college of pharmacy
31
G. Service Projects in Community
Service in the community by pharmacy students can be demonstrated in countless ways. Students will
most likely participate in service events through involvement in student pharmacy organizations. The
types of service projects provided by pharmacy schools are endless since the need is so great in our
communities. The most common projects include participation in community health fairs where students
can volunteer their time and skills. Examples of specific events may include hypertension, blood glucose,
and cholesterol screenings. Students may also hold education sessions for the public about relevant
topics, such as asthma, immunizations, smoking cessation, cholesterol, healthy living, depression, or
poison prevention. Students can demonstrate service in other ways such as donating pharmacy books for
students in developing countries or donating diapers and other items for a shelter that cares for babies
born with HIV. Many schools have formalized these efforts into required “Service Learning”
components of the Pharm.D curriculum where students are required to participate in service projects.
Rationale
Professionalism can be demonstrated in the form of service to others. Pharmacists spend their careers
serving and caring for patients. Participation in service projects prepares students to care for patients in
the future. Through this service students develop practical skills that will guide them as practitioners.
New students may feel intimidated about events that require skills performance. To address this issue,
many schools pair new students with upperclassmen, so that they will be able to gain confidence and
improve their own skills.

Service to others touches on many aspects of professionalism. These events allow students to increase
their knowledge and skills while serving and giving to others.

Students can initiate the planning of some service events. Other events may already be planned within the
community by other individuals or groups but call on pharmacy students to participate. Both types of
events require early planning and promotion. New students may quickly become overwhelmed as they
try to adjust to their course load and exam schedule. Therefore, advance planning and promotion are key
to participation. In planning service events, it is preferable to first obtain the new students’ exam
schedule to avoid major conflicts. Events may be announced in class, posted on bulletin boards, and sent
via e-mail. New students may feel timid about participating in the events if they do not feel confident
about their skills. To alleviate this problem, mock events can be planned at the beginning of the year by
students and faculty. These mock events would give new students a chance to learn and practice the
proper way to use a sphygmomanometer or a glucometer. Many new students may hesitate to participate
because they are unfamiliar with the new town or city. Caravanning to events may help alleviate that
fear.

See also next item “Charity Fundraisers”

“Professionalism with Elderly Patients: The CARE Program”. Angela D. Solis, W. Arlyn
Kloesel, Jamie C. Barner, Steve W. Leslie, Patrick J. Davis, Jennifer R. Myhra, Joanne F.
Richards, The University of Texas at Austin.
32
___ identify which pharmacy student groups are interested in holding community service events
___ choose one area of interest to begin (hypertension, diabetes, asthma, women’s health,
smoking cessation, etc)
___ identify students who are interested and willing to be involved with these events
___ select one or two students to chair this project or committee
___ gather relevant materials (for example, if hypertension were chosen - sphygmomanometers,
stethoscopes, and brochures from the American Heart Association)
___ contact a faculty member who has expertise in that area and who is willing to assist your group
___ hold training sessions for these students to familiarize them with the materials and various procedures
(i.e. the proper way to take a blood pressure and how to counsel a patient)
___ contact local schools, churches, community centers, etc to offer your services
___ plan events that do not conflict with academic schedules
___ start advertising events a month in advance; make announcements in class, send information
over e-mail, and post on school bulletin boards
___ determine the number of students who are needed to help with the event
___ post a sign-up sheet in a central location
___ make sure students arrive early and are dressed professionally, including white coats and
students IDs or name badges
___ thank students who participated in the event
___ maintain a notebook with planning details for this event and contact information
___ a second topic may be addressed once the first is well established
___ several student organizations may consider teaming together to conduct events or small
health fairs
33
H. Charity Fundraisers
In addition to the service projects listed in the previous items, students may also organize fundraising
events to assist their community, institution, or professional student chapter. For example, students may
decide to raise funds to help victims of a natural disaster (e.g., hurricane), a homeless or domestic abuse
shelter, Make-A-Wish foundation, elementary or secondary schools, scholarships, existing charity
organizations, etc.
Possible fundraising activities include:

• Cookbooks
• T-shirts – attempt to reach a bigger audience than pharmacy.
• Golf tournament
• Chili cook-off
• Bake sale
• Crafts bazaar
• Raffle/drawing using donated items
• Silent auction using donated items
• Flower sale
• Breakfast sales - include coffee, juice, bagels, muffins, and/or pancakes
• Car wash or car detailing
• Yard sale
• Annual Spaghetti Feed (e.g., Idaho State)
• Las Vegas Night - Since it may be illegal to gamble real money, charge a cash cover and provide play
money that may be used to gamble. At the end of the night, players use play money to obtain donated
prizes.
Rationale
By raising money for a community, pharmacy students learn the value and reward of giving to others and
the importance of putting others first.

As with the previous item, service to others touches on many aspects of professionalism. Fundraising for
individuals in need provides students with a chance to serve the community and society at large through
philanthropic endeavors and civic activities. Those in charge may also enhance their leadership,
communication, and organizational skills.

Check with your institution and state laws to ensure your fundraising events are properly authorized by
the appropriate state and institutional entities. Evaluate the effectiveness of the fundraising activities each
year to ensure you select the ones that are most effective.

“Preparing Leaders in Pharmacy”. Joseph F Steiner, Paul S. Cady, Andrew Gauss, Idaho State
University College of Pharmacy.
34
I. Outside Speakers to Reinforce Messages
Many schools use opportunities, such as forums, convocations, White Coat ceremonies, to invite outside
speakers to address pharmacy students. Some schools also invite monthly speaker events during the
lunch hour. During these presentations, the outside speakers may have the opportunity to reinforce
messages regarding professionalism. Speakers may include experienced health professionals, faculty, or
patients with chronic or terminal conditions who share their perspective on what services they found
helpful or harmful.
Rationale
The use of outside speakers reinforces messages from faculty members or current students, and adds to
the credibility of those messages. Students typically appreciate an outside voice (some times more than a
school-related speaker) articulating the ideals of professionalism. These visits also provide an
opportunity for outside speakers to learn about issues within the academy and to meet with and to learn
from students.

Professionalism issues in a variety of settings including practice sites or research specialties of the guest
speaker.

Consider inviting speakers from within the pharmacy profession, other health profession disciplines, and
other professions. Planners should communicate with presenters prior to their presentations to both
understand what they will be discussing and to brief speakers on relevant issues or concerns of the
anticipated audience. This approach will help the presenters target their presentations to meet specific
needs of the audience.

“Developing Professionalism Through the Official and Unofficial Curriculum.” Regina G.
Caldwell, Dwaine K. Green, Phyllis E. Nally, Peggy Piascik and William C. Lubawy, University
of Kentucky.
Reference
Purkerson Hammer D. Professional attitudes and behaviors: The “As and Bs” of professionalism. Am. J.
Pharm. Educ. 2000; 64:455-464.

___ determine purpose of outside speakers and areas to be addressed (conduct a needs assessment by
surveying faculty and students)
___ select topics, appropriate dates, venues (large group, small seminars), and target audiences
___ collect a list of appropriate speakers to address selected topics
___ talk with people who may know or may have heard the speaker
___ collaborate with other schools about topics/programs which have been successful at their
respective campuses
___ recruit outside speakers
___ communicate with the speaker to clarify specific topic, date, venue, and audience
___ promote the presentation at least 3 months prior to event; heavy promotion in last 6 weeks
35
___ arrange all aspects of presentation (AV needs, food, reception space, etc)
___ evaluate the success of the program and make recommendations for future presentations
___ follow-up with a thank you note to speakers, and seek their feedback as well.
36
J. Introductory Pharmacy Courses
Many schools conduct courses that introduce new pharmacy students to the U.S. health care system in
general and the pharmacy profession specifically. These courses provide an opportunity for
reinforcement of professionalism-oriented material that was presented to students during orientation or
similar experiences. This reinforcement is needed since new students tend to be overloaded with material
during their first weeks in school. Within these courses, faculty members typically discuss specific areas
of pharmacy practice and/or research. Hopefully, they will be able to highlight the professional issues
within these settings during their presentations.
Rationale
Having professionalism reinforced in standard pharmacy courses increases the legitimacy of these
concepts. This is especially true if they are placed in the context of actual practice.

Areas include: expected professional behavior is various practice settings; importance of being
professional around patients and other health care providers; possible conflicts between business aspects
of practice and professionalism; and ethical problem-solving.

Students and faculty monitoring professional development within the student body must communicate
with the faculty who teach these introductory courses to not only reveal what students have been exposed
to previously, but to monitor what will be discussed in the course.

Professionalism with Elderly Patients: The CARE Program. Angela D. Solis, W. Arlyn Kloesel,
Jamie C. Barner, Steve W. Leslie, Patrick J. Davis, Jennifer R. Myhra, Joanne F. Richards, The
University of Texas at Austin.
References
Brandt B, Lubawy WC, Green D, Clements M. The professional development workshop: Orientation to
pharmacy school. Am. J. Pharm. Educ. 1998;62; 127S.
Carter BL, Brunson BJ, Hatfield CL, Valuck RJ. Description of an introductory course designed to
socialize pharmacy students. Am. J. Pharm. Educ. 2000;64: 166-172.
Eckhardt JA. Effects of program design in the professional socialization of RN-BSN students. J. Prof.
Nurs. 2002;18: 157-164.
Klein EJ, Jackson JC, Kratz L, et al. Teaching professionalism to residents. Acad. Med. 2003; 78: 26-34.
Manley HJ, Lindsey CC, Dugan JP, Knell ME. University of Missouri-Kansas City curricular model
integrating instruction and assessment of general and professional abilities. Am. J. Pharm. Educ. 2001;65:
112S.
37
___ determine purpose of introductory course
___ planning should begin at least one semester prior to course implementation
___ if the school has a peer-mentoring program in place, consider utilizing the mentors at various
points throughout the introductory course
___ conduct a needs assessment by surveying faculty, practitioners, scientists, and students
___ determine exact content of course material
___ develop a course “map” showing relationship of course topics
___ identify faculty and guests to present selected material
___ meet with presenters to clarify specific topics, dates, and type of learning experience (lecture, small
group, etc.)
___ prepare course outline and other course materials
___ monitor the success of the course periodically and make alterations if needed
___ evaluate the various aspects of the course by surveying students and faculty
___ make changes for future course offerings based on past experiences
38
K. Student Portfolio Process
Some schools have required new students to maintain a personal portfolio of matters and situations
involving professional issues, among other things. This approach allows students to reflect on their own
professional development and experiences. Students are typically asked to write about their personal
feelings and thoughts about these issues. Colleges and schools may ask students to turn in their
portfolios; some collect these portfolios anonymously, while others do not collect them using the honor
system to ensure that students complete the assignment.
Rationale
Providing an opportunity for students to reflect on key issues appears to be an effective personal growth
activity based on past experience. This process allows students the time to think about key issues rather
than just plowing through the material.

This activity relates to all areas of professionalism. It provides an opportunity for students to write about
personal growth experiences in a variety of settings, including the classroom, social activities, or work
environments.

Faculty must determine the level of confidentiality maintained during these experiences. Faculty may
feel that they do not need to read these portfolios, while others might feel that it is beneficial to learn
about student perceptions about certain issues.

• Also see Portfolio activities under “New Students” and “Extracurricular Activities”.
“A Multi-faceted Approach to Enhancing Professionalism of Pharmacy Students.” Caroline
Zeind, Michelle M. Kalis, Joseph M. Calomo, Martin Zdanowicz, Mehdi Boroujerdi,
Massachusetts College of Pharmacy and Health Sciences-Boston.
References
Chesnut RJ. Personal SOAP notes: Use of a health professions tool for pharmacy students. Am. J. Pharm.
Educ. 1999;63: 83S.
Medical Professionalism Project. Medical professionalism in the new millennium: A physician charter.
Ann Intern Med. 2002;136:243-246.

___ determine purpose of portfolios and faculty expectations
___ determine procedures and processes to be used
___ develop outline of key areas to be addressed
___ draft an example for students if desired
___ create material for students informing them of process
___ meet with students to discuss procedures and expectations
___ if desired, have students turn in draft portfolio for review before final draft submission
___ assess final submissions
___ evaluate success of this process by surveying faculty and students and revisions as needed
39
L. Integration into Residence Life Programs (if relevant)
Some pharmacy schools are located on campuses with structured residence life programs. Schools must
be aware of what information related to appropriate behavior is being discussed in residence life
orientation programs and what behavioral issues are being monitored.
Rationale
Many schools feel that pharmacy students should conduct themselves in a professional manner outside the
pharmacy school environment. Professional behavior should be expected in all environments, including
campus housing. Residential life administrators should be aware of the school’s behavioral expectations.

Areas of professionalism include; learning the expectations for professional behavior in everyday
personal life, working/living with individuals who are different than yourself, and leadership development
in a structured living environment.

Schools must establish communication linkages with residence life programs. When monitoring
pharmacy student behavior, schools must be careful not to be perceived as “Big Brother” while promoting
appropriate behavior in residential living areas.

Schools should review campus residential life policies and procedures.

___ determine purpose of interaction with residence life personal and key areas for discussion
___ planning should begin during the summer prior to fall implementation
___ survey students to gather ideas about what types of professional programming interest them
___ review residency life material to discover areas of common interest
___ meet with residency life personnel to discuss key areas and expectations
___ establish procedures for future interaction between student affairs and residency life staff as issues
arise
___ establish mechanisms to reinforce professionalism in student living environments
___ establish appropriate tracking and record keeping procedures
___ monitor the success of the program and meet periodically with residency life staff
___ conduct formal evaluation of strategies upon their completion and revise as needed
40
M. Issues for 0 – 6 Programs (if relevant)
Some pharmacy colleges or schools admit students into their professional programs directly from high
school into a “0-6” or early assurance program. These programs have special issues that need to be
considered given the fact that these students are at a different maturity level and have limited life
experiences. Thus, orientation and first semester activities must be modified to deal with these specific
needs.
Rationale
Faculty and students who are working with professionalism issues need to recognize that students respond
to situations differently based on their level of experience and maturity. It is important for messages to be
framed based on these factors.

Discussions regarding all areas of professionalism should be adjusted accordingly.

It would be easy to stereotype students entering 0-6 programs in a certain way, so planners must spend
time getting to know their audience and their own unique needs. These students may have certain
tendencies, but planners should never try to predict behavior.

• St. Louis College of Pharmacy
• University of the Sciences in Philadelphia

___ determine unique attributes of 0-6 programs related to professionalism
___ conduct a needs assessment by surveying incoming students, current students and faculty
___ identify areas to be addressed
___ develop strategies to address these key areas
___ monitor the success of this approach and intervene when needed
___ evaluate strategies following their implementation and make revisions as needed
41
N. Issues for Distance Learning Programs (if relevant)
Pharmacy colleges and schools that offer distance-learning options for entry-level pharmacy degree
students must provide opportunities for professionalism development within the non-traditional
environment. In the development of these activities, colleges and schools should consider if the students
who enroll in web-based or satellite programs have different perspectives and backgrounds as compared
to students enrolled in a traditional classroom program. Distance learning programs should explore ways
to include students in professionalism events offered to students on campus, including professional
organizations, patient-care activities, honor codes, white coat ceremonies, mentoring opportunities, etc.
Rationale
The program delivery method should not interfere with a student’s ability to obtain the appropriate
professionalism skills necessary to provide optimal patient care in a practice setting.

Discussions regarding all areas of professionalism should be adjusted accordingly.

“Establishing Professionalism in Pharmacy Distance Education.” Carol Anne Motycka, Tom
Andrew Robertson, Erin Lyn St. Onge, Jennifer Schoelles Williams, Sven Allan Normann, L
Douglas Ried, Michael W McKenzie, University of Florida.
“Fostering Professional Development in a Multipathway Pharmacy Program.” Beverly A.

Talluto, Joseph Ineck, Kenneth Keefner, Frances Moore, Creighton University School of
Pharmacy and Health Professions

___ determine unique attributes of distance learning programs related to professionalism
___ conduct a needs assessment by surveying incoming students, current students and faculty
___ identify areas to be addressed
___ develop strategies to address these key areas
___ monitor the success of this approach and intervene when needed
___ evaluate strategies following their implementation and make revisions as needed
42
O. Issues for Religious-Affiliated Programs (if relevant)
Pharmacy colleges and schools in a religious-based institution may evaluate the overall relationship
between student professionalism and religious beliefs and practices in an effort to improve health care
outcomes. Institutions without religious affiliations may study, in the context of cultural competence, how
the religious beliefs of patients may influence pharmaceutical care.
Rationale
Religious affiliated institutions may promote a relationship between student spirituality and professional
behavior and attitudes.

Discussions regarding all areas of professionalism should be adjusted accordingly

“Relationships Between Pharmacy Student Professionalism and Religious Background and
Behavior.” B. DeeAnn Dugan, David A. Gettman, Wagdy W. Wahba, Seena L. Zieler-Brown,
Christine R. Birnie, Katherine M. Heller, Palm Beach Atlantic University
“Professionalism: Mind, Body and Spirit.” Barry Bleidt, Nancy Kawahara, Sharon Hanson,
Rebecca Gryka, Gamal Hussein, Jennifer Hillman, Bruce Currie, and Avis Ericson. Loma Linda
University School of Pharmacy.
References
Connors GJ, Tonigan JS, Miller WR. A measure of religious background and behavior for use in behavior
change research. Psychol Addict Behav 1996;10(2):90-96 (ADAI jl)
Musick DW, Woods S, Tipton S, Nora LM. “Toward a More Spiritual Approach to Medical Education”
An of Behav Sci and Med Educ (2002), Vol. 8, No. 2, 101–104.
43
Professional Years 01, 02, 03 (Didactic)
James Hobbs, University of Kentucky

Thomas Reinders, Virginia Commonwealth University
John Vinson, University of Arkansas for Medical Sciences
I. INTRODUCTION
Background
Professionalism must be fostered throughout the curriculum of the Doctor of Pharmacy degree program.
The initial three years of study provide many opportunities for developing and enhancing professional
behavior in students. Students, faculty, administrators and staff associated with a school or college of
pharmacy should serve as models of professionalism.
Planning Elements
Following an introduction to professionalism during the Doctor of Pharmacy program orientation,
professional behavior must continue to be emphasized. This can be achieved as an integral part of the
didactic course work and early professional practice experiences during the first three years of a
pharmacy degree program. Student organizations, the school’s curriculum committee and the coordinator
of the early professional practice experience rotations will play a major role in planning and developing
activities and experiences that promote professionalism within the college or school.
Timelines
Specific activities related to promoting professionalism are suitable for advanced planning when included
as part of a course or early professional practice experience. Such activities are generally planned at least
a quarter or semester in advance.
Promotion
It is not uncommon for professionalism to be taken for granted in a professional degree program. During
the first three years of study, students and faculty are in constant contact with each other. This affords an
opportunity to reinforce professional behavior on a continuing basis. Creative approaches by students,
faculty and administrators may be needed to maintain professionalism as an expected standard, especially
during a time period when students are primarily gaining knowledge in traditional classroom and
laboratory settings.
Evaluation
Course evaluations are a logical assessment tool, especially when a course contains criteria related to
professionalism. For example, fellow students and the instructor can evaluate the participation and
behavior of a student when a course employs group assignments. A global assessment of professionalism
among students and faculty may be difficult to assess in an objective manner. However, formal or
informal evaluation approaches can be employed to gauge the effectiveness of various initiatives to
promote professional behavior among students and faculty.
44
A. Honor System
An honor system includes an honor pledge and a policy for promoting these values. Typically, the honor
system consists of a policy or policies that describe the responsibilities of students, faculty and
administrators in upholding academic integrity. At the same time there is a description about the rights of
individuals to the due process offered by administrative hearings and appeals. In some systems, only
students are involved in evaluating violations and determining the appropriate penalty or sanction. Other
systems may involve a combination of students, faculty and administrators.
Rationale
An honor system provides the infrastructure for fostering honesty, truth and integrity among students. A
system serves to inform and educate students about professional behavior and provides consequences in
the event of an infraction.

Honesty, truth and integrity serve as core values for professionals. These values are fulfilled by an active
honor system.

An honor pledge should be developed and communicated to all students and faculty. For all pledged
assignments, the student should be expected to sign a statement such as “On my honor, I have neither
given nor received aid on this assignment.” A policy or policies should be developed to define violations
(e.g., cheating, plagiarizing, facilitating academic honesty, abusing academic materials, stealing academic
materials, lying related to academic matters); establish a formal hearing process; establish a list of
responsibilities for participation in the process by students, faculty and administrators; establish penalties
(e.g., honor probation, assignment of grades, suspension, expulsion); and, establish an appeals process.

• Ohio Northern University (conducted a survey on honor codes)
• University of Southern California
• Virginia Commonwealth University: http://www.students.vcu.edu/rg/policies/rg7honor.html
45
B. Dress Code
The dress code for a school of college of pharmacy establishes an accepted standard of attire that
promotes a professional image for students, faculty, staff and administrators. Ideally, a set of accepted
standards should apply universally for all areas where students, faculty, staff and administrators interact
(i.e., classrooms, laboratories, offices and patient care areas). In addition, colleges and schools can
arrange a fashion show of dress-code do's and don'ts each year as part of the orientation programming for
new students.
Rationale
Appropriate attire is important in creating an image that is consistent with the public’s expectation of a
health professional. When students, faculty, staff and administrators dress as professionals an atmosphere
of professionalism is created.

The perception of a well-groomed and properly attired individual creates a positive impression that can
garner respect and confidence. Attention to proper grooming and attire may be viewed as an external
sense of pride and commitment to the profession.

Students, faculty and administrators should develop a dress code for their school or college. Personal care
and appropriate attire standards must be identified. While such standards are usually intended to be self-
regulated, sanctions for non-compliance with the standards should be established. Additional
requirements may be specified for patient care settings and students must be willing to comply with any
special standards identified by healthcare facilities providing early or advanced professional practice
experiences.


“Howard University Professionalism Workshop and White Coat Ceremony.” Anthony K. Wutoh,
Joseph R. Ofosu, Olu A. Olusanya, E. Jeannette Andrews, Pedro J. Lecca, Howard University.
Reference
Brandt LJ. On the value of an old dress code in the new millennium, Arch Intern Med. 2003; 63:1277-
1281
46
C. Course Content and Structure
The content and structure of courses can enhance professionalism among students. Faculty should
consider different strategies of instruction and evaluation depending on the type of course (e.g., basic
science, administration science, clinical science) to promote professionalism.
Rationale
The majority of course offerings during the first three years of study are didactic in nature. This is an
important time period for the professional development of students as future health care providers. While
it may be difficult to identify specific topics related to professionalism for every course, others are ideal
for developing attitudes and behaviors that foster professionalism (e.g., pharmacotherapeutics, pharmacy
practice laboratories, pharmacy communications, pharmacy law and ethics). In other courses, the structure
of the course can be arranged to facilitate self-directed learning and group projects requiring teamwork,
both of which develop professional attitudes and behaviors in students. In all courses, the use of various
evaluation methods can enhance professionalism.

Professionals should seek to attain excellence in the knowledge, skills and attitudes required to practice in
the profession. A worthy goal for any course of study is the ability to produce a competent health
professional. These values, instilled during a professional program, serve as a framework for life-long
learning.

As course coordinators, faculty must make a personal commitment to incorporating content or structure
into their course to promote professionalism. For example, case-based learning helps students apply
learned concepts to “real life” situations. Problem-based learning requires that the student analyze the
entire patient situation, rather than merely focusing on one aspect of care. The introduction of this concept
helps to facilitate active learning during the early and advanced professional practice experiences. The
curriculum committees of schools and colleges should be charged with reviewing individual courses for
evidence of either course content or structure that will enhance professionalism. Also, course coordinators
should schedule examinations or other major assignments so that they do not conflict with state, regional
and national professional meetings which students should be encouraged to attend. Additionally, teaching
methods that use peer evaluations and self-evaluations are useful in promoting professionalism.

“Development, Adoption, and Implementation of a Curricular Competency Addressing
Professionalism”. George E. Francisco, Lori J. Duke, Keith N. Herist, Charles H. McDuffie,
Catherine A. White, University of Georgia.
“Developing Professionalism Through the Official and Unofficial Curriculum”. Regina Caldwell,
Dwaine Green, Phyllis E. Nally, Peggy Piascik, William C. Lubawy, University of Kentucky.
“A Curricular Roadmap of Professionalism”. Carriann E. Richey, Sue Bierman, Trish S. Barton,

Patricia Chase, Butler University.
“Professionalism: A Critical Element in Pharmacy Education At the University of South Carolina

College of Pharmacy.” L. Clifton Fuhrman Jr, Wayne E Buff, Farid Sadik, University of South
Carolina.
47
References
Berger BA, Butler SL, Duncan-Hewitt W, Felkey BG, Jungnickel PW, Krueger JL, Perry CR, Taylor C.
Changing the Culture: An Institution-wide Approach to Instilling Professional Values. Am J Pharm Educ.
2004; 68(1): 22.
Ellsworth A, LaVigne LL, Odegard PS. A Diabetes Education Program for Pharmacy Students. Am J
Pharm Educ. 2002; 66(4) 391.
Wear D, Castellani B. The Development of Professionalism: Curriculum Matters. Acad Med. 2000 Jun;
75(6):602-11.
48
D. Classroom Demeanor
Students and faculty have a mutual responsibility for establishing a positive learning environment for
effective instruction in the classroom and laboratory settings. Students are expected to conduct themselves
in a civil manner at all times and faculty should identify the boundaries of acceptable behavior in their
course syllabi.
Rationale
Professional courtesy is expected from students and faculty. Students are entitled to receive instruction
that is free from the interference of others and faculty should set clear expectations for the elimination of
such interferences (e.g., arriving late to class, conversations in class, the active ringing of cellular
telephones).

Accountability to others is an important aspect of professionalism. Students who are accountable to their
colleagues and faculty demonstrate respect for others. This type of behavior is central to professionalism.

The school or college should develop guidelines or policy concerning student conduct in the instructional
setting. Students and faculty should be held accountable for actions that hinder a positive learning
environment. Faculty and administrators should develop guidelines for dealing with disruptive students
and the consequences (e.g., sanctions, penalties) should be communicated to students. A standardized
statement for each course syllabus in a given school or college can be considered. The elements of the
statement might include: an overview of the honor system; the use of professional language at all times;
adherence to a specified dress code; adherence to an attendance policy; preparing in advance for all
course assignments; being accountable for personal conduct in the instructional setting; and submitting
constructive comments on course and instructor evaluations.

“Faculty and Student Perspectives on Classroom Incivility” Jennifer Clutter, West Virginia
University School of Pharmacy, Charles Ponte, West Virginia University School of Pharmacy,
W. Clarke Ridgway, Mary Stamatakis, Shelly Stump, West Virginia University.
References
Berger BA. Incivility. Am. J. Pharm. Educ. 2000;64:445-450.
Berger BA (ed). Promoting Civility in Pharmacy Education. Pharmaceutical Products

Press (Binghamton, NY) 2003.
49
E. Student Membership on School and College Committees
Most standing committees within schools and colleges exist to prepare future health care professionals.
Students should be included as members of committees, except where a definite conflict of interest exists
(e.g., academic performance committee that reviews the grades and determines academic progression for
students)
Rationale
As future professionals, students should be involved with the decision making process that impacts their
educational experience. Also, this type of involvement facilitates positive relationships between faculty
and students.

Accountability and as sense of duty are important aspects of developing professionalism.

The commitment to involve students on school or college committees must be supported by faculty and
administrators. The process of selection and appointment will depend on the type of committee. An area
for significant student input is the curriculum committee. Participation in curricular planning and
assessment provides students with the knowledge of designing and maintaining a professional curriculum.
Students on the admissions committee can assist in interviewing and determining the personal qualities of
prospective students. Students on tenure and promotions committee can serve as a quality assurance
measure concerning the teaching effectiveness of faculty being considered for promotion and tenure.

• University of Mississippi: Pharmacy Student-Faculty Relations Committee
• Virginia Commonwealth University

“Inculcation of Professionalism: The Nevada College of Pharmacy Experience.” Amy H
Schwartz, Renee Coffman, Thomas H Wiser, Michael DeYoung, Thomas Metzger, Nevada
College of Pharmacy
50
F. Professional Demeanor: Faculty, Teaching Assistants, Preceptors, Staff &
Administrators
All members of the academic pharmacy community should be held to the same standards of
professionalism as the student body. According to the AACP Excellence Series paper on professionalism,
“…faculty, practitioners and others must act as role models to display or demonstrate the kinds of
attitudes, values, and behaviors expected of students, and must take the lead in guiding and facilitating the
professional socialization process.”
Rationale
Individuals associated with a college or school of pharmacy must exhibit professional behavior at all
times since students may choose to emulate them. Students and graduates often identify individuals at
their college or school of pharmacy who served as role models in shaping their professional behavior.
Efforts should be made to reward and recognize positive models. Programs should be available for faculty
and staff who desire or require professional behavior development.

All areas of professionalism (e.g., altruism, accountability, duty, honor, integrity, and respect for others)
can be reflected by a diverse group of individuals employed by a school or college of pharmacy.

The administration and faculty of the school or college should develop guidelines for the professional
conduct of all individuals interacting with students. Examples of topic areas for guidelines include
professional attire, conduct in the instructional setting and confidentiality.

• University of Mississippi - Guiding Professionalism Principles for Faculty (2001)
http://www.olemiss.edu/depts/pharm_school/undergrad/handbook/section7.html#professionalism
See also information regarding “Faculty Retreat”
51
G. Ethics Course Offering
An ethics course related to pharmacy practice can examine and assess the types of ethical dilemmas that
are encountered in pharmacy practice settings. Objectives of a required course might include:
distinguishing ethical issues from other types of issues in pharmacy practice; identifying the morally
relevant characteristics of a professional practice situation; identifying the options available to a
pharmacist when addressing an ethical dilemma; providing justification for options; and, displaying the
interaction skills need to apply ethical decisions to patient care situations in a sensitive and humane
manner.
Rationale
Students entering the profession of pharmacy must be taught ethical decision-making with the
understanding that confronting ethical issues is a recurring and lifelong process.

Ethical decision-making is a recognizable characteristic of a profession.

A required course should be developed to engage students in the process of ethical decision-making
through case studies and class discussions. Students should discuss and understand the APhA’s Code of
Ethics as part of a course assignment.

• Creighton University - Center for Health Policy and Ethics

Reference
Purtilo R. Ethical Dimensions in the Health Professions, 3rd edition. W.B. Saunders Company, 1999
52
H. Leadership and Political Advocacy Course Offering
An elective course can be offered to develop leadership and political advocacy skills for pharmacy
students. The course can examine leadership through exploring health care issues and gaining direct
experience in the political process and community action. Objectives can include defining and evaluating
effective leadership, reviewing the management of student organizations, differentiating between
legislation and regulation, identifying and analyzing current health care issues, discussing healthcare
issues with individuals beyond the discipline of pharmacy and advocating a stance on state or national
health care issues.
Rationale
Pharmacy students need effective leadership and political advocacy skills to deal with issues related to
health care delivery. Strengthening the leadership ability of students enhances their professionalism and
offers potential for future leadership within the profession and in the community.

Accountability, excellence and duty are elements of professionalism that can be experienced in a course
focusing on leadership and political advocacy.

An elective course can be initiated to develop leadership and political advocacy skills. The identification
and recruitment of relevant speakers (e.g., member of a state board of pharmacy, state legislator,
pharmacy association executive) is important for a successful course offering.

• University of Maryland, School of Pharmacy (PHMY-598)
o Effective Leadership and Advocacy Syllabus -
http://www.pharmacy.umaryland.edu/courses/syllabi/PDF/PHMY%20598.pdf
o Robert Beardsley, Ph.D. (rbeardsl@rx.umaryland.edu)
o Cynthia Boyle, Pharm.D. (cboyle@rx.umaryland.edu)
• University of Kentucky
• University of Rhode Island.
53
I. Recognition and Awards
Programs that recognize students for demonstrated excellence in academic and leadership activities may
include scholarships, award ceremonies and established pharmacy societies such as Rho Chi and Phi
Lambda Sigma.
Rationale
The recognition of excellence by faculty, administrators, practitioners and peers serves as a motivating
force for achievement. Also, it serves to recognize those individuals who make a conscientious effort to
exceed expectations.

Excellence and altruism are components of professionalism associated with recognition and rewards.

Schools and colleges, usually through the use of endowed funds, provide scholarships to students based
on academic merit and financial need. Specific criteria, often related to academic merit and demonstrated
leadership ability, are defined to assist in determining scholarship recipients. Likewise, established
awards may be created to recognize leadership and service contributions. Most schools and colleges
present awards on annual basis, generally in conjunction with a senior banquet or graduation ceremony.
Another common example of recognition is a Dean’s List of Distinguished Students. The list defines a
specific population of students who have demonstrated stellar academic performance for a given
semester.
Students belonging to specific organizations may choose to name peers for awards based upon criteria
established by the organization. In other situations, students may nominate and select outstanding
instructors and preceptors.

• Rho Chi Society (www.rhochi.org)
• Phi Lamba Sigma (www.philambdasigma.org)
• APhA-ASP Mortar and Pestle Professionalism Award
o Recognizes one student at each school and college of pharmacy nominated by the dean, who best
exhibits characteristics inherent in a professional.
54
J. Cultivating Student and Faculty Relationships
A mutual respect between students and faculty can be established through structured activities within and
outside the instruction setting. Several examples of interactions within the instructional setting include the
development of a formal mentoring program and the ability of students to have access to faculty through
appointments or established office hours. An example of an interaction outside the instructional setting
includes faculty participation in extracurricular activities sponsored by student organizations such as
picnics and other social events.
Rationale
Students and faculty must establish a professional relationship built upon mutual respect. Activities to
enhance this relationship are important for faculty to model professionalism and for students to rely on
faculty as mentors.

When faculty serve as professional role models and there is mutual respect between faculty members and
students, all components of professionalism can be realized. However, accountability and respect will
likely serve as the primary components through positive relations between students and faculty.

Creating opportunities for positive interactions between faculty and students requires a major
commitment from students and faculty. Guidelines for developing and maintaining a formal mentoring
program should be established. The time commitments of both groups are demanding and usually there is
a reluctance to encroach on personal time, especially for participation in extracurricular or social events.
Faculty must recognize the importance of participating in student events to establish a trusting
relationship with students. Students must take the initiative to invite faculty to participate in their events
and social activities. Often, faculty advisors to student organizations can serve as a liaison with other
faculty, informing them about events and actively encouraging their participation.

• Professionalism in Pharmacy Education: The University of Southern California School of
Pharmacy. Kathleen H. Besinque, University of Southern California.
55
K. Professional Pharmacy Organizations
Numerous professional organizations exist for students enrolled in schools and colleges of pharmacy.
Most organizations are associated with national pharmacy organizations such as the American
Pharmacists Association. Students may wish to create a chapter office within the student organization
devoted to professional development.
Rationale
Student organizations serve as a major force in developing professionalism. Active participation in
student organizations is critical for the professional development of a student enrolled in a school or
college of pharmacy.

All areas of professionalism (e.g., altruism, accountability, duty, honor, integrity, and respect for others)
can be addressed when students participate as active members of professional organizations.

Sustaining membership in student organizations is a challenge due to the constant progression of students
through a professional degree program. Students must be encouraged to join one or more organizations
and actively participate by attending meetings and serving in a leadership capacity. In some schools and
colleges there are a large number of organizations which can increase the opportunity for leadership
experience. As the number of organizations increase, there is a greater need to promote cooperation
among the organizations in an effort to avoid competition.

American Pharmacists Association Academy of Student Pharmacists
56
L. Student Leadership Council
Invite student leaders from the local professional pharmacy associations and fraternities to participate in
monthly or periodic student council meeting. Representatives may also include elected leaders from each
pre-professional or professional class. The council provides student leaders with an opportunity for
additional professional development. The council may also encourage collaboration and discussion on
common issues. With the help of faculty advisors, student representatives should develop a mission
statement to guide the activities of the group. The group may come together to organize campus events,
community service activities, fundraisers, or to advise the administration on issues related to student life.
Rationale
The leadership council provides opportunities for students to get involved in community and campus-
based projects. Student leaders can enhance their negotiation and communication skills that may transfer
to the workplace or community. Student leadership deepens each student's commitment to the values of
the profession and may help to encourage other students to participate in a professional association.

• Contributes to the profession, active in professional organization
• Take a proactive role in solving social issues
• Helps build and maintain a culture that promotes professionalism

• University of Mississippi
• See also “Leadership Conferences” under the “Extracurricular Activities” section.

“Fostering Professionalism through the Student Leadership Council” Anthony G. DelSignore,
Joshua Gagne, Matthew LaCroix, Amy Talati, Katherine K. Orr, The Student Leadership
Council, University of Rhode Island.
57
M. Community Service Requirements (Service Learning)
Community service projects promote altruism and service to others. These activities encourage students to
embrace their roles as patient advocates and proactively address social issues affecting the health of their
communities. Community service requirements or service learning are often included as part of the early
pharmacy practice experiences conducted during the first three yeas of the curriculum. Further details can
be found in the section entitled “new students.”
• Student Portfolio Process

The student portfolio process is a continuing process throughout the professional
curriculum. Further details can be found in the section entitled “new students.”
• Peer Mentoring Programs
Participation in peer mentoring programs is a continuing process throughout the
professional curriculum. Further details can be found in the section entitled “new
students.”
• Outside Speakers
The mailing of invitations to speakers outside the school or college is a continuing
activity throughout the professional curriculum. Further details can be found in the
section entitled “New Students.”

An understanding and respect for persons of diverse backgrounds, altruism, service to others, pride in the
profession.

• Caring for Community: A National Medical Student Service Project -
www.aamc.org/about/awards/cfc.htm
• APhA-ASP/HRSA-PSSC Awards Program - www.aphanet.org

“Enhancing the Professionalism of Pharmacy Students at the University of
Washington.”Katherine Hale, Gail Caballes, Dana Hammer, Nanci Murphy, University of
Washington.
58
N. Pinning / Professional Commitment Ceremony (End of P3)
A pinning ceremony may be held for third professional year students in late Spring. This special event
formally recognizes the students’ transition from the primarily didactic to full-time experiential
curriculum. All P3 students should be required to attend. At the ceremony each student wears the lab
jacket with school seal affixed that was presented to them at the White Coat Ceremony upon entry into
the Pharm.D. degree program. Pharmacy school representatives present students with a specially
designed lapel pin. After the pins are affixed, the students reconfirm the Pledge of Professionalism that
was made upon entry three years earlier. Family, friends, faculty, staff and other students are invited to
attend the ceremony. Following the ceremony, students and their guests may be invited to a reception
featuring light refreshments.
Rationale
The end of the third year marks the end of didactic coursework. It is believed that the transition to full-
time experiential education is a significant step in professional development of the pharmacy student.
During the fourth year in school, students translate the professionalism that has been acquired primarily in
the classroom into various practice settings. Many students will visit the campus occasionally during P4.
It is imperative that they renew their personal commitment to professionalism.

A Pinning Ceremony focuses on the need to extend the professional attitudes and behaviors developed in
the classroom environment into the pharmacy practice setting. In one year the student will be a graduate
and licensed pharmacist. Entering P4 is an appropriate time to fully accept one’s role as a professional
health care provider in the community.

A Pinning Ceremony is an important event and requires special attention. Funding and space are key
issues that must be addressed. In order to purchase pins, print programs, and hold a nice reception
adequate financial support is imperative. External sources of funding are available. If family, friends and
others students are invited there must be ample space. In order to properly motivate the students as they
move on to P4, it is important to identify a dynamic speaker.
If the institution does not already have a pin for this purpose, colleges and schools may want to invite
current students to submit a design that represents pharmacy, patient-care, and institutional pride.

“Successful Professionalization of Pharmacy Students at Mercer University.” James W. Bartling,
Jordana L. Stephens, Mercer University Southern School of Pharmacy.
“Promoting Professionalism at the Raabe College of Pharmacy.” Kimberly A. Broedel-Zaugg,

Jeffery C. Allison, Thomas P. Faulkner, Ohio Northern University.
59
O. Faculty Retreat
Dedicate all or a portion of a faculty retreat to the issue of student and faculty professionalism. Use the
retreat to emphasize the importance of professionalism within the institution via group discussion and
speakers. Clarify the institution’s expectations for professional behavior and attitudes among faculty, as
well as students. Explore ways to promote and assess the level professionalism within the pharmacy
college community.
Rationale
Pharmacy students learn professional behaviors by observing and imitating peers and faculty in and out of
the classroom setting. The values of the profession may be idealized in lectures, but they are demonstrated
and reinforced by faculty and preceptors in various settings. To effectively create a culture of
professionalism throughout the institution, a school needs the support of its faculty.

All areas of professionalism may be addressed.

• University of Mississippi

“Promoting Professionalism in Pharmacy Education at The University of Mississippi.” John P.
Juergens, John P. Bentley, Alicia S. Bouldin, and Marvin C. Wilson, The University of
Mississippi.

Reference
Piascik P, Lubawy W. Do as I Say...and as I Do. Am J Pharm Educ. 2003; 67(1): 4.
60
P. Student Professionalism Assessment
Valid and reliable assessment tools should be developed that evaluate professional behaviors as well as a
student’s knowledge and skills. Evaluation should extend beyond the acquisition of knowledge by
students to professionalization and the application of knowledge and skills in the care of patients in
improving medication use. The college or school should insure the professionalization of its students
throughout the educational continuum. As part of the assessment process, an institution may conduct a
survey of graduating students.
Rationale
To ensure faculty and students are engaging in the most effective professionalism activities, the institution
must annually assess the value of each related program and policy, and its impact on students, faculty,
curriculum, culture, etc.
Examples of program and resources

• Dana Hammer (University of Washington) – “Behavioral Professionalism Assessment Form”
• University of Georgia – Professionalism Competency Policy (Appendix C)
• American Association of Medical Colleges (AAMC) – “Assessment of Professionalism Project”
http://www.aamc.org/members/gea/professionalism.pdf
• AAMC and the National Boards of Medical Examiners Report – “Embedding Professionalism in
Medical Education: Assessment as a Tool for Implementation”
• UIC College of Medicine - Medical Student Professionalism Evaluation Form

“Exit Surveys: An Assessment Tool in Pharm.D. Programs.” Corinne Ramaley, Sushma

Ramsinghani, Munama Bazunga, Akima Howard, and Arcelia Johnson-Fannin, Hampton
University.
“Inculcation of Professionalism: The Nevada College of Pharmacy Experience.” Amy H

Schwartz, Renee Coffman, Thomas H Wiser, Michael DeYoung, Thomas Metzger, Nevada
College of Pharmacy
61
Experiential Education
Amit Patel, University of Cincinnati

Amy Schwartz, Nevada College of Pharmacy
I. INTRODUCTION
Background
Experiential education, introductory (early) and advanced, encompasses approximately one-third of the
pharmacy curriculum. During these experiences, students are exposed to a variety of environments,
pharmacists, other healthcare providers, staff and patient encounters. The impact of these experiences is
multifold, involving most of the senses, thereby appealing to all learning styles (visual, auditory and
adult).
The Accreditation Council for Pharmacy Education standards encourage colleges and schools to develop
introductory (early) and advanced experiences that help foster professional development and a zeal for the
profession. The standards are purposefully broad based so colleges and schools can develop
programming suited for their culture and mission. Preparing quality and competent healthcare providers
is the goal of every academic program.
Experiential Education Directors / Coordinators have the enormous responsibility of guiding and
monitoring the professional development and behaviors of students. Additionally they are often asked to
assist faculty and preceptors with identifying areas for continued professional development. Therefore
much of the possible activities that will be described are for all involved with experiential education. The
goal of this section is to highlight some of the activities that have been developed and provide resources
(references or institution contact information).
Planning Elements
The planning of experiential education programming is institution-specific dependent on curricular
design. Introductory experiences typically involve activities that emphasize the utility of didactic
material in daily practice. These activities also introduce students to different career opportunities and
issues faced once in practice. Along with professional development, a key goal of these activities is to
ensure students are prepared for advanced experiences. Advanced experiences are more student-driven;
however each institution requires specific, key rotations during which general competencies are to be
mastered. Guidance in the selection of experiences is essential to ensure continued successful
professional development.
Although standardization of activities may not be possible across institutions, commonalities to consider
during the planning stages include:
• Design orientation programming for students, faculty and preceptors in parallel to ensure information
is complementary
• Develop a process for disseminating information, whether new material, announcements or
accomplishments (e.g. campus events, news from professional organization, information highlighted
in lay press, etc.) throughout the academic calendar to students, faculty and preceptors
• Develop activities whereby faculty and preceptors can instill and reinforce professional elements
62
• Encourage and facilitate mentoring (student: student, student: faculty/preceptor and faculty/preceptor:
faculty/preceptor)
• Identify and/or develop opportunities for professional interaction and development
o Service learning
o Involvement in pharmacy organizations (state and national)
o Political advocacy
o Post-graduate education opportunities or other career development programs
• Utilize committees, advisory boards/councils or focus groups to ensure programming is sound and
attaining institutional and societal goals and objectives
Timelines
Successful planning and implementation is dependent on the development of an accurate timeline.
Appendix A is an example of an experiential education timeline outlining activities across all levels of the
curriculum. Experiential Education Directors / Coordinators must develop timelines that best meet
institutional and curricular needs. A challenge for many programs is maintaining communication and
interaction with senior students enrolled in advanced experiences, Appendix B provides an example
schedule coordinating activities between students, faculty and preceptors.
Promotion
A goal of all colleges and schools is to sustain a culture of professionalism (students, faculty,
administrators and staff). Maintenance of communication and interaction between students, faculty /
preceptors and Experiential Directors / Coordinators is essential to ensure continued engagement in the
various experiential activities. Experiential Directors / Coordinators are challenged with finding
appropriate and efficient methods for disseminating professional information. Some items require careful
planning and promotion while others are more informative in nature. Development of a committee or
task force may be prudent for activities that require planning, timelines and formal promotion.
Below are examples of promotional activities supported by Experiential Education:

• Use of email or web sites to disseminate materials, announcements and notifications of professional
opportunities as they occur during the academic calendar
• Publicly (college-, school- or university-wide) provide accolades to and/or announce the professional
accomplishments of students, faculty and preceptors
• Develop programming that promotes pride in the profession and professional socialization (e.g.
Pharmacy Week)
• Encourage and support opportunities for professional interaction and development
o Participation in college/school/university-sponsored seminars
o Attendance at professional meetings
o Participation in career fairs
o Attendance at award ceremonies
Evaluation
Evaluation is the cornerstone of every experiential education program. Experiential Education Directors /
Coordinators have a tremendous responsibility ensuring and assisting with the maintenance of quality
programming, faculty / preceptors and practice sites. The sequencing of the experiential curriculum
provides a unique opportunity to (potentially) evaluate the progression of student professional attitudes
and behaviors longitudinally. Lastly evaluations can be used collectively to promote programmatic
enhancements (continuous quality improvements).
Potential areas for evaluation include:

• Professional attitudes of students, faculty and preceptors
63
• Professional behaviors of students, faculty and preceptors
• Orientation and other training programs (students, faculty and preceptors)
• Experiential program goals, objectives and activities
o Committees or task forces
o Advisory board/council
o Focus groups
• Site visits
o Adequacy of site
o Preceptor effectiveness
• Student attainment of curricular outcomes via annual proficiency exams, objective structured clinical
examinations (OSCE), etc.
An assessment instrument to evaluate the professional behaviors of students has been developed and
validated for use during experiential activities [Behavioral Professionalism Assessment Form –
Experiential (BPAE)]. The validation of this instrument in the classroom setting is ongoing. Instruments
have also been developed to ascertain professional attitudes, however none are yet validated. The
American Association of Colleges of Pharmacy is currently involved with several initiatives to facilitate
Experiential Education Directors / Coordinator efforts including the development of standardized
evaluations. Standardization would also assist the efforts of the Accreditation Council for Pharmacy
Education, possibly allowing for national comparisons.
64
A. Student Orientation
The goal of orientation is to provide an introduction to and review of the upcoming academic calendar
and activities. The duration of orientation differs across institutions and academic years. Curricular
content and experiential programming determine areas of review and discussion. Those institutions who
offer experiential activities as part of a course will provide orientation differently than those who require
distinct visits. Many combinations exist; however, the commonalities that all should address include:
• Experiential education goals and objectives
• Responsibilities of Experiential Education personnel and department policies and procedures
• Student, preceptor and site responsibilities
• Evaluation process
Rationale
Orientation provides a wonderful opportunity to introduce and reinforce professional attitudes, values and
behaviors. Directors / Coordinators can use this time to review and discuss program culture and mission,
policies and procedures and national professional conduct statements such as the Code of Ethics, Oath of
a Pharmacist and Pharmacist Pledge of Professionalism. Annual repetition is encouraged as this material
is often displaced in lieu of didactic materials.

• Define: profession, professional and professionalism
• Review Code of Ethics, Oath of a Pharmacist and Pharmacist Pledge of Professionalism
• Provide examples of appropriate and inappropriate attitudes and behaviors
• Develop professional communication skills
o Cultural diversity
o Verbal/nonverbal cues
o Interactions with patients
o Inter-professional relationships
• Encourage continual professional involvement
o Community service
o Pharmacy organizations
o Political advocacy (e.g. Legislative Days)
• Emphasize the importance of life-long learning as an extension of professional development

Traditionally orientation is implemented as a didactic lecture with very little exchange between lecturer
and students. Incorporation of activities, workstations, etc. may enhance retention of materials. First day
impressions are long-lasting therefore preparing materials well in advance of offering is encouraged.
Lastly, institutions may want to consider obtaining student input regarding the types of activities that may
be well received.

• University of Colorado
65
References
Accreditation Standards and Guidelines for the Professional Program in Pharmacy Leading to the Doctor
of Pharmacy Degree Adopted June 14, 1997.

Campagna KD, Boh LE, Beck DE, et al. Standards and Guidelines for Pharmacy Practice Experience
Programs. Am J Pharm Educ. 1994; 58 (Winter Supplement):35S–45S.
Hammer DP, Berger BA, Beardsley RS, Easton MR. Student Professionalism. Am J Pharm Educ. 2003;
67(3):96.
66
B. Faculty / Preceptor Orientation and Training Programs
Description of activities
Similar to students, the goal of orientation is to provide an introduction to and review of the upcoming
academic calendar and activities. Emphasis should be placed on effective teaching strategies and
evaluation. Similar to student orientation, curricular content and experiential programming determine
areas of review and discussion:
• Experiential education goals and objectives
• Responsibilities of Experiential Education personnel and department policies and procedures
• Student, preceptor and site responsibilities
• Portfolio review process and appropriate use of document
• Mentoring and career counseling
• Evaluation process
Training programs focus more on faculty / preceptor development. Topic selection should be ascertained
per needs assessment. Delivery of program materials will vary depending on subject matter, availability
and resources. Other considerations when developing training programs include:
• State, college or school requirements
• Programming specific for new faculty / preceptors
• Programming specific for ‘seasoned’ faculty / preceptors
• Example program topics:
o Rotation organization: coordinating site needs with program goals and objectives
o Development of an orientation packet (including contact information, description of activities
and responsibilities, overview of evaluation process, etc.)
o Improving evaluation skills
o Update on new teaching strategies
o How to provide career counseling
o Professional development incentives
The Accreditation Council for Pharmacy Education is working with the American Association of
Colleges of Pharmacy to ascertain the utility of developing a national training program and certification
process for preceptors. The creation of a training program would greatly assist Directors / Coordinators
and help standardize learning experiences. It is anticipated that such an endeavor would have a positive
impact on student professionalism.
67
Rationale
Faculty / preceptors need to remain current regarding new activities, revisions in policies and procedures,
and/or responsibilities. Student professionalism and the handling and evaluation of unprofessional
behaviors should be reviewed and discussed. It should be emphasized that faculty / preceptor attitudes
and behaviors play as much of a role in shaping student opinions as clinical proficiency and site activities.
These opportunities provide an open forum for discussion of experiences from the previous year, to solicit
feedback, and obtain ideas for future programming and delivery methods.
Directors / Coordinators need to remain cognizant of faculty / preceptor issues and needs. They must be
available to offer guidance, support and act as a mediator if difficulties should arise. Programming should
be informative and reflective of daily practice.

• Define: profession, professional and professionalism
• Provide examples of appropriate and inappropriate attitudes and behaviors
• Define sexual harassment and institutional policies
• Demonstrate effective professional communication
o Cultural diversity
o Verbal/nonverbal cues
o Interactions with patients
o Inter-professional relationships
• Demonstrate and encourage continual professional involvement
o Community service
o Pharmacy organizations (state or local)
o Political advocacy (e.g. Legislative Day)

The largest challenge associated with developing programming for faculty / preceptors is availability,
especially for those that reside at a distance. The use of technology may facilitate program delivery and
assessment, the costs for which will vary based on availability and resources. Faculty / preceptors
participation remains an area of uncertainty as motivation is based on personal interests.

• Texas State Board of Pharmacy in conjunction with Texas Pharmacy Programs has developed a
preceptor certification process, which includes training programs. Information can be obtained at:
http://www.utexas.edu/pharmacy/general/experiential/practitioner/edopps.html
• Accreditation Council for Pharmacy Education / American Association of Colleges of Pharmacy:

National Preceptor Training Program initiative (CPD)

“Conversations about Teaching.” Nicholas G. Popovich, Susan L. Peverly, University of Illinois
at Chicago.
Professionalism at Auburn University’s Harrison School of Pharmacy. Bruce A. Berger, Wendy

C. Duncan-Hewitt, R. Lee Evans, Paul W. Jungnickel, Robert E. Smith, Auburn University.
68
References
Programs. Am J Pharm Educ (1994) 58 (Winter Supplement):35S–45S.
Hammer DP, Berger BA, Beardsley RS, Easton MR. Student Professionalism. Am J Pharm Educ. 2003;
67(3):96.
Piascik P, Lubawy W. Do as I Say...and as I Do. Am J Pharm Educ. 2003; 67(1):4.
69
C. Professional Portfolios
Professional portfolios are living documents that highlight professional accomplishments. Portfolio
content will vary depending on the individual:
• Student: record of assignment completion and attainment of curricular objectives
• Faculty: documentation for promotion and tenure
• Preceptor: documentation for promotion and awards/acknowledgement
Other items for inclusion include academic calendar, copy of intern license, HIPAA certification
acknowledgement, immunization records, a copy of signed college / school Honor Codes, Oath of a
Pharmacist and Code of Ethics, and evaluations. Portfolios can be maintained in hard copy or electronic
format. Faculty / preceptors should review student portfolios at the beginning of advanced experiences
to gain an appreciation of past experiences and current needs. The information contained in portfolios is
confidential and should not be copied or distributed without authorization.
Review of student portfolios is usually the focus of discussion, however it may be beneficial for faculty /
preceptors to share theirs with students. Reciprocation makes the process more realistic, adding a purpose
and value to the activity.
Rationale
The development of a professional portfolio is an expectation of students, faculty and preceptors.
Portfolios allow individuals to assess and appreciate past experiences in order to identify areas for growth
and development (i.e. life-long learning). Finally they serve as a tremendous resource for curriculum
vitae and resume development.

• Self-direction / motivation
• Professional competence
• Life-long learning
• Confidentiality

Manual portfolios require provision of binders with dividers and presentation regarding development,
maintenance and use. Electronic portfolios necessitate provision of disc, CD or internet access codes (if
maintained within a web site) and technology training.

• Midwestern University – Chicago (manual/hard copy)

“A Multi-faceted Approach to Enhancing Professionalism of Pharmacy Students.” Caroline
Zeind, Michelle M. Kalis, Joseph M. Calomo, Martin Zdanowicz, Mehdi Boroujerdi,
Massachusetts College of Pharmacy and Health Sciences-Boston.
70
D. Mentor Programs
Student: Student
Faculty/ Preceptor: Student
Faculty / Preceptor: Faculty / Preceptor
Coursework or other activities specifically designed to promote exchange between students, faculty and
preceptors. Examples include:
• Shadowing experiences: singular vs. longitudinal
• Electronic communication either via email or discussion board
• Formal events during professional meetings
Rationale
Mentor programs promote professional interaction and collegiality. The primary goal of mentor
programs is to emphasize the benefits of professional involvement, networking, career counseling, etc.
Mentoring provides a forum for open discussion between individuals on topics that may not be
appropriate for open forum or listserv opinion. Evidence suggests these programs have the potential to
reduce inconsistent socialization.

• Membership in professional organizations
• Pride in the profession
• Life-long learning
• Selflessness

Professional organization affiliated programs may require membership for participation. The
development of programs within academic institutions requires tremendous planning and resources.
Committees and/or task forces are recommended to ensure assistance with program and activity
development and implementation.

• Professional organizations:
o APhA-ASP Virtual Mentoring Program -
http://www.aphanet.org/students/mentoring.new/whatisvm.html
o ASHP Virtual Mentoring Exchange -
http://www.ashp.org/virtualmentoring/index.cfm?cfid=925260&CFToken=14907473
o ASCP Resource Network - http://www.ascp.com/member/network/
o ACCP mentoring program under development
• Examples of academic institutions with mentor programs
o University of the Pacific
o Shenandoah University (Non Traditional PharmD)
o Creighton University
Reference
Haines S. The Mentor-Protégé Relationship. Am J Pharm Educ. 2003; 67(3):82.
71
E. Service Learning
Service learning programs are being developed to increase student awareness of cultural diversity and
other societal issues. Medical management is often of secondary importance. Site and/or activity
selection will depend on college and school missions, physical abilities, individual interests and/or
collaborative initiatives or partnerships. Affiliate organizations include but are not limited to local
pharmacies, medical facilities (hospitals, long-term care facilities, home health care, and hospices),
professional organizations or fraternities, federal agencies (Public Health System), or religious
organizations. Senior citizens, children and adolescents, indigent populations and mentally or physically
challenged individuals are often identified as target audiences.
Rationale
Service learning programs help to increase student awareness of issues that are often overlooked, yet
directly impact the provision of pharmaceutical care. An additional benefit associated with these
activities is the enhanced visibility of pharmacists as healthcare providers.

• Community service
• Cultural awareness
• Empathy
• Ethical behavior / moral reasoning
• Selflessness
• Diplomacy
• Psychosocial awareness
• Pride in the profession
• Confidentiality
• Inter-professional involvement

Similar to mentor programs, the development of these initiatives may require tremendous planning and
resources. Committees and/or task forces are recommended to ensure assistance with program and
activity development and implementation. Affiliation agreements may be required for student
participation within practice sites (i.e. liability, HIPAA, etc.)

• Additional service learning information under “Professional Years”
• Professional Organizations and Fraternities
• “My First Patient”, Butler University
• Nova Southeastern University
• Butler University (“My First Patient”)
• Nova Southeastern
• Wilkes University
72
F. Community and Hospital Practicums (Introductory Experiences)
Introductory (early) experiences are an ACPE standard and therefore an expectation of all colleges and
schools of pharmacy. Similar to the other activities mentioned previously, curricular structure, goals and
objectives and duration of exposure will be institution–specific:
• Number of visits and activities (based on resources)

• Shadowing experience(s)
• Formal experience(s): individual or group
Rationale
The purpose of these activities is three-fold:
• Provide early exposure to a variety of pharmacy practice settings
• Promote the integration of didactics with practice (thereby decreasing the propensity towards
inconsistent socialization)
• Facilitate student mentoring and career counseling

• Numerous if not all (college- / school-dependent)
• These experiences afford the opportunity for student behavioral assessment. The Behavioral
Professionalism Assessment Form – Experiential (BPAE) developed by Dana Hammer is a valid and
reliable instrument utilized by many colleges and schools of pharmacy.

The depth and breadth of curricular content is institution-specific. Being an ACPE requirement for all
colleges and schools necessitates curriculum committee oversight with full faculty approval. Planning,
promotion and implementation typically are performed by Experiential Education Departments or similar
entities.

Requirement for all colleges and schools of pharmacy
References

Purkerson Hammer D, Mason HL, Chalmers RK, Popovich NG, Rupp MT. Development and testing of
an instrument to assess behavioral professionalism of pharmacy students. Am J Pharm Educ.
2000;64:141-151.
Purkerson Hammer D. Professional attitudes and behaviors: The “As and Bs” of professionalism. Am J
Pharm Educ. 2000;64:455-464.
73
G. Classroom Workshops and/or Reflections
Classroom workshops and/or reflections afford students the opportunity to experience or be exposed to a
variety of practice scenarios, beyond what may be observed during introductory or advanced experiences.
Programming can be designed to promote awareness, foster the development of coping skills, and afford
students the opportunity to work through inconsistencies identified between didactic material and
professional experiences. A secondary objective is to share and discuss clinical cases and other scenarios
with peers in a controlled, nurturing environment.
Example topics for workshops and/or reflections include:

• Current events in pharmacy practice
• Role playing activities (clinical or professional)
• Identifying and developing career interests
o Career Pathway Program (APhA)
o Post-graduate education opportunities
o Practitioner roundtables
o Curriculum vitae / resume development and employment strategies
• Preparation of journal club and case presentations
• Benefits of professional organizations and leadership opportunities
Rationale
The goal of these experiences is to reduce inconsistent socialization. Directors / Coordinators, faculty and
preceptors should consistently reinforce and support didactic offerings and describe their relationship to
and/or place in daily practice. Discussions with students afford the opportunity to resolve any
discrepancies that may be identified, thus promoting a clearer appreciation of pharmacist roles and
responsibilities. These sessions can also be used to enhance student awareness of current events, career,
professional growth, and leadership opportunities.

Numerous; activity-dependent

Planning and implementation requirements are similar to other didactic offerings.

• Class websites or discussion boards
• Student presentations: grand rounds, in-house seminars, etc.
• Colloquia: mandatory campus sessions for students involved with advanced experiences

“Professionalism Is More Than a White Coat: Beyond Rules and Rituals.” Cynthia J. Boyle, Jill A.
Morgan, Robert S. Beardsley, University of Maryland
“Professionalism: Mind, Body and Spirit.” Barry Bleidt, Nancy Kawahara, Sharon Hanson, Rebecca
Gryka, Gamal Hussein, Jennifer Hillman, Bruce Currie, and Avis Ericson. Loma Linda University
School of Pharmacy.
74
“Encouraging Professional Development in Pharmacy Education.” Cynthia P Koh-Knox, Steven A
Scott. Purdue University School of Pharmacy.
“Professionalism: A Critical Element in Pharmacy Education.” L Clifton Fuhrman Jr, Wayne E Buff,
Farid Sadik. University of South Carolina.
75
H. Inter-professional Experiences
Inter-professional experiences involve students and faculty from a variety of health disciplines. The goal
for pharmacy students is to gain an appreciation of how other health care providers approach patient care.
Activities range from case discussions to inter-professional patient care rounds (depending on student
level and institution capabilities).
Rationale
Inter-professional experiences broaden student perspectives and promote pharmaceutical care. In addition
these activities have been endorsed and encouraged by the Institute of Medicine (reference provided
below).

• Empathy
• Ethical behavior / moral reasoning
• Respect of self, peers and property
• Selflessness
• Communicate assertively
• Cooperative and diplomatic
• Appropriate attire and hygiene
• Cultural and psychosocial awareness
• Critical thinking
• Confidentiality
• Interdisciplinary involvement

See also “Service Learning”

• Creighton University
• University of Cincinnati
Reference
Ann C. Greiner, Elisa Knebel, Editors, Committee on the Health Professions Education Summit. IOM
Report: Health Professions Education: A Bridge to Quality (2003); Accessible at:
http://www.nap.edu/books/0309087236/html/
76
I. Advanced Practicums
Advanced practicums are an ACPE standard and therefore an expectation of all colleges and schools of
pharmacy. Activities vary according to college and school curricular goals and objectives and
opportunities within practice locales. Practicum duration varies from four to six weeks, depending on
institution and/or practice site logistics.
Rationale
Advanced practicums build on introductory experiences, further solidifying the purposes previously
outlined. In addition, advanced practicums provide students the opportunity to obtain professional
practice experience under the guidance of a pharmacist.

• Numerous if not all (college- / school-dependent)
• These experiences afford the opportunity for student behavioral assessment. The Behavioral
Professionalism Assessment Form – Experiential (BPAE) developed by Dana Hammer, is a valid
and reliable instrument utilized by many colleges and schools of pharmacy.

The depth and breadth of experiences are practice site- and preceptor-dependent. Being an ACPE
requirement for all colleges and schools necessitates full faculty approval when determining required,
selective versus elective experiences. Planning, promotion and implementation are performed by
Experiential Education Departments or similar entities.

Requirement for all colleges and schools of pharmacy
References

Programs. Am J Pharm Educ. 1994, 58(Winter Supplement):35S–45S.
Purkerson Hammer D, Mason HL, Chalmers RK, Popovich NG, Rupp MT. Development and testing of
an instrument to assess behavioral professionalism of pharmacy students. Am J Pharm Educ.
2000;64:141-151.
Purkerson Hammer D. Professional attitudes and behaviors: The “As and Bs” of professionalism. Am J
Pharm Educ. 2000;64:455-464.
77
Extracurricular Activities
Gail D. Caballes, University of Washington

Nanci L. Murphy, University of Washington
I. INTRODUCTION
Background
Extracurricular activities help build professional responsibility and leadership skills through active
involvement in professional organizations, patient advocacy programs and community service.
Advocating for appropriate legislation and regulations that ensure quality health care, addressing
problematic workplace issues, and creating new practice models that improve patient outcomes, are
examples of ways students can impact current professional challenges. Core values, attitudes and
behaviors that embody professionalism, such as respect and compassion for others, integrity, work ethic,
accountability, leadership, working well with others, altruism, and pride in the profession, are often
strengthened by participation in extracurricular activities.
Schools should create a learning environment that values student involvement and fosters the
development of desired professional behaviors. Extracurricular activities, such as service learning and
patient-care projects, can help make learning more meaningful by linking theory to practice. Student
pharmacists should be aware that as healthcare providers they must demonstrate professional competence,
provide compassionate health care, place the needs of their patients above their own, solve complex
problems, work effectively on health teams and adapt successfully to change. They may be more likely to
make informed and responsible ethical decisions if they are aware of professional norms, laws, and
ethical principles. Attention should also be directed at reducing negative influences (at both the school
and practice setting) that undermine student professionalism. Honor or conduct codes should include
standards related to both academic and professional integrity with published processes in place to address
unprofessional behaviors.
Schools should offer a variety of professionalism activities throughout the educational continuum. Many
schools plan white coat ceremonies for their students as part of the orientation process. Schools may also
host a program at the end of the 2nd or 3rd year that allow students to reaffirm their professionalism vows
and discuss challenges they have faced since entering pharmacy school. The Oath of the Pharmacist is
often recited at graduation ceremonies to remind students of their responsibility to serve others, with
“dignity, integrity and honor.”
Serving on faculty-student school committees, provides students an opportunity to contribute to the

quality improvement of their program. Participating in professional organizations at a local, regional or
national level, not only helps students improve leadership and team building skills, but also provides the
opportunity for them to truly “make a difference” in their profession.
Planning Elements
Advanced planning is key to a successful event. If faculty and practitioner participation is desired, it is
important that they are informed of project dates, well in advance of the planned activity. Besides
increasing faculty, student and practitioner participation in student events, early planning helps schools
with numerous student organizations prevent scheduling conflicts. This allows students the flexibility to
participate in several organizations’ activities.
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As the role of the pharmacist continues to evolve, extracurricular activities should familiarize students to
these changing roles. Students may enter pharmacy programs unaware of the full range of practice
opportunities available in their state. Events should allow students to hone skills in counseling, health
screenings, immunizations, and so forth. Several schools have created an administrative position in the
Dean’s Office that oversees the design and assessment of student professional development initiatives.
Timelines
Advance notice of activities is an important planning element. When possible, student organizations and
committees should provide a schedule of events at the beginning of each school term/year to promote
better attendance. Notifying students of even tentative activity dates is helpful in mapping a general
schedule. Since this issue presents a challenge each year, student leaders should build on past experiences
to determine the most successful strategy.
Promotion
Early planning and scheduling is beneficial for the planning committee as well. The earlier a date is set,
the sooner important planning elements (e.g., promotional and recruitment activities) can be initiated.
Notifying the faculty in the previous quarter of upcoming plans for an important event might allow for
adjustments in the exam schedule if a conflict occurs.
Evaluation
Evaluation of the activity can benefit that activity in subsequent years. It is especially important to
include an assessment of what aspects of the event went well and what needs improvement. This
document can serve as a reference to troubleshoot problems in future events.
Reference
Slack and Murphy “Faculty Influence and other Factors Association with Student Membership in
Professional Organizations”AJPE, 59, 125-130(1995).
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A. Professionalism Scholarships and Awards

Professionalism scholarships/ awards can be treated either as a combined or separate entity. A
recognition award may be presented to a student or faculty member who has demonstrated exceptional
professional behavior. This award can be offered annually to one student per class for a total of four
awards per year with the award for a 4th year student presented at his or her graduation ceremonies.
Nominations may be made by a student’s peers, instructors, the various deans, or practitioners.
Rationale
Offered annually, this recognition award can serve to encourage students to work on their professional
and personal development as they progress through the program. The award also demonstrates to the
educational and professional community, the value the school places on pharmacy professionalism.

Criteria for the award should be determined by each school, but could include:
• Relates well to faculty, staff and other students in a learning environment
• Demonstrating a commitment to the profession supported by a strong worth ethic
• Cheerfully provides service to the community through philanthropic endeavors and civic
responsibilities
• Demonstrating a continuing commitment to excellence and follow-through in fulfilling commitments
• Consistently exceeds expected performance
• Contributes to a culture that promotes professionalism.
The award can reflect any of the following depending on the award criteria:
• Different individual areas of professionalism
• Recognizes a student who exemplifies the highest standards of professionalism.
• Recognizes a student with the greatest improvement in professional behavior

The school or college should establish a committee to develop the award criteria and select the award
recipients. If a scholarship is to be established, sources of funding also need to be identified.

• APhA-ASP Mortar and Pestle Professionalism Award
• University of Washington - Professionalism Recognition Award criteria
• Humanism in Medicine Award – http://www.aamc.org/about/awards/humanism.htm
• Campbell University (scholarship based on participation)
• Purdue University
• Ohio Northern University
• Ohio State University
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B. Professionalism Committees
Professionalism committees can serve as the catalyst for professionalism activities in the school. Many
schools have created professionalism committees specifically for this purpose. Although not all current
committees are called professional committees per se they may perform similar duties.
Rationale
A separate committee designed to foster a “culture of professionalism” can help give this issue the
attention it requires. A professionalism committee, after defining professionalism and professional
behavior, could help promote professional development on their campus. Whether this means organizing
campus activities that promote professionalism or rendering decisions on honor code violations, this
committee would oversee and respond to issues related to professionalism.

Professionalism committees perform a self-regulating function; students accept a shared responsibility for
professionalism at their schools.

Committees may consist of faculty or deans, members of each student organization, as well as
representatives from each pharmacy class. Although representation from these groups is very important,
arranging meeting times that accommodate the different class schedules, exam dates, and for some
schools, different campuses, may be a challenge. Selection of members and committee chair(s) are at the
discretion of each school or college of pharmacy. However, the chair or co-chairs should themselves,
represent high standards of professional behavior and be familiar with the professionalism concerns of
their school.

• University of Mississippi – “Report of the Student-Faculty Relations Committee on Developing
Professionalism in Students”
• Duquesne University
• Mercer University
• University of California, San Francisco
• Virginia Commonwealth University
• Nevada College of Pharmacy
• University of Rhode Island
• Massachusetts College of Pharmacy and Health Sciences, Boston

“Promoting Professionalism in Pharmacy Education at The University of Mississippi.” John P.
Juergens, John P. Bentley, Alicia S. Bouldin, and Marvin C. Wilson, The University of
Mississippi.

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Reference
Berger BA, Butler SL, Duncan-Hewitt W, Felkey BG, Jungnickel PW, Krueger JL, Perry CR, Taylor C.
Changing the Culture: An Institution-wide Approach to Instilling Professional Values. Am J Pharm Educ.
2004; 68(1): 22
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C. Patient-care Projects
Patient-care projects involve pharmacists, faculty and pharmacy students performing a wide range of
clinical activities. This could include bone-density, cholesterol, and diabetes screening, as well as
monitoring blood pressure, determining body fat composition, and providing counseling on emergency
contraception, smoking cessation, stroke prevention and so forth. Patient-care projects can take place on
campus, at health fairs, local pharmacies or other community locations.
Rationale
The role of the pharmacist has greatly evolved. Patient-care projects broaden access to health care and
raise public awareness on the pharmacist’s role in community health.

Pharmacy students, under the supervision of pharmacist preceptors, are responsible for performing
screenings, counseling on the results, and answering questions patients may have regarding their health
conditions. This requires a student who is knowledgeable, listens, and is able to deliver adequate and
accurate information in a competent manner. Commitment to excellence; pride in the profession and
serving patients and society-at-large are other professionalism areas addressed.

Students need to be competent in the planned activities, which often require additional training. Cost of
supplies and transportation are also other important considerations. Since pharmacist preceptors are
necessary to supervise screenings, advanced planning and early notification is imperative.

• Operation Immunization (APhA-ASP)
• Operation Diabetes (APhA-ASP)
• World Asthma Day (ASHP)
• Legislative Day Screenings
• Kick Butts Day
• Breast Cancer Awareness
• Poison Prevention
• Elder Care Programs
• Disease State Screenings: blood pressure, glucose, and cholesterol levels
• Caring for Community: A National Medical Student Service Project:
www.aamc.org/about/awards/cfc.htm
• HHS Secretary’s Award for Innovations in Health Promotion and Disease Prevention competition
• University of Iowa
• University of Rhode Island

“Promoting Professionalism at the Raabe College of Pharmacy.” Kimberly A. Broedel-Zaugg,
Jeffery C. Allison, Thomas P. Faulkner, Ohio Northern University.
“Professionalism in Pharmacy Education: The University of Southern California School of

Pharmacy.” Kathleen H. Besinque, University of Southern California.
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D. Poster Presentations
Posters that highlight research projects or practice innovations are often displayed at various local, state or
national association meetings. Posters can be created on individual student projects or research, as well as
other unique activities the student is involved in.
Rationale
Posters not only serve as a means to share new information and ideas, but also to recognize outstanding
students. Enhanced presentation skills and practice creating posters are made possible with this activity.

Advancing knowledge through scholarship is an important part of professional development. Students
should not only possess the knowledge to make them competent pharmacists but also effectively deliver
their message to a diverse population.

It is not unusual for a project and subsequent poster to be completed as an extracurricular project. Time
management and coping skills may be tested when combining these activities with a full academic course
load. Posters are typically presented at out-of-state conferences or meetings, which can conflict with a
student’s class schedule and are often expensive to attend.

• Pharmacy Student Research Conference
• AACP-Novo Nordisk Pharmacy Practice Diabetes Program
• ASHP Midyear Meeting
• AACP Meeting
• APhA Meeting
• ACCP Meeting
• ASCP Meeting
• AACP Merck Scholar Program (now discontinued)

“A Curricular Roadmap of Professionalism.” Carriann E. Richey, Sue Bierman, Trish S. Barton,
Patricia Chase, Butler University.
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E. Patient Counseling Activities/Competitions
Patient counseling activities include any event that allows student pharmacists to provide patients with
important health information, under the supervision of a licensed preceptor. This could include
information regarding medications, health conditions, as a component of healthcare screenings, and so
forth. Participation in these activities helps students gain confidence in their patient counseling skills and
respond to patient concerns with sensitivity and compassion.
Rationale
Patient counseling occurs throughout the day, every day at pharmacy worksites. Not only does
counseling involve information on drug therapy (directions for use, safety concerns, expected outcomes,
etc.) but it also involves how this information is delivered, how well the pharmacist is able to listen to
what the patient has to say, and how caring the pharmacist actually is toward the patient’s concerns. The
best way for a student to learn the art of patient counseling is to practice and receive helpful feedback
from their preceptors.

Counseling practice allows students the opportunity to strengthen their communication skills, listening
skills, and professional behavior. It also helps students learn how to build patient relationships, honoring
patient privacy, autonomy and dignity.

In order for students to carry out counseling projects that serve the public, there needs to be pharmacists
willing to act as preceptors to oversee the student’s activity. Counseling competitions require professors
and/or pharmacists wiling to serve as judges for long hours of pre-taped counseling. Both activities
involve varied, unpaid time commitments

APhA-ASP National Patient Counseling Competition
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F. Developing a Portfolio
Self-assessment and reflection are important components of continued professional development. Many
schools are utilizing portfolios (electronic or paper) as an important method to encourage student
reflection. One plan developed by Dr. Renae Chesnut at Drake University uses personal “SOAP” notes
(see below).
Rationale
Providing an opportunity for students to actively reflect on key issues appears to be effective in fostering
personal and professional growth. This activity also encourages students to strive for self-improvement
and assume responsibility for their own professional development.

Commitment to self-improvement; pride in the profession (advancing the level of health care by serving
patients and society-at-large

• Personal “SOAP” Notes – Renae Chesnut (Drake University)
SOAP notes have been recognized by health professionals as a consistent and complete method to
effectively document, evaluate, and communicate a patient care plan. This concept has been
applied to a self-assessment and goal setting exercise for pharmacy students. As part of the
requirements for an orientation course, students complete the SOAP notes on-line document. In
these Personal SOAP Notes, the students list the following:
Subjective thoughts on pharmacy, their progress in the curriculum, and their professional
development;
Objective measures including grade points and the scores from various assessment
instruments;
Assessment of future development needs; and a
Plan for accomplishing those goals.
The on-line form eliminates the need for several reflective papers, and students are able to easily
track their completion of the course requirements. In addition, the students become accustomed
to the use of this tool prior to entering the professional course work. This health care
documentation tool provides a framework for pharmacy student portfolios which allows the
opportunity for student self-assessment, development, and goal-setting.

See also “Professional Portfolio” under “New Students”
• Drake University
• Massachusetts College of Pharmacy and Health Sciences at Boston
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G. Honor Codes
Honor codes state the school’s policies regarding academic integrity and professional behavior.
Zimmerman and Kier, surveyed the nation’s pharmacy schools and found that 76% of the pharmacy
schools who responded to their survey enforce honor codes. Schools who report stricter penalties, such as
mandatory dismissal also appear to have fewer infractions than other institutions.
Rationale
The high degree of respect given to pharmacists is based on the public’s trust and confidence in our
integrity. Students are considered members of the profession when they enter pharmacy school and are
expected to demonstrate high standards of ethical conduct. Ignoring infractions of the honor code could
affect the student body in several ways. If students feel the honor code is not taken seriously, the number
of infractions could increase. Also, students who demonstrate ethical conduct may experience a decline in
morale if unprofessional behavior is not addressed.

Integrity, honesty, accountability, respect for the rights of others

• Ohio Northern University

“A Survey of Adoption and Implementation of Honor Codes at US Colleges of Pharmacy, poster
presentation, Zimmerman N, Kier, K, The Raabe College of Pharmacy, Ohio Northern
University.”
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H. Broadening the Scope of Practice
Student pharmacists should be encouraged to take an active role in developing or changing policies that
improve health care delivery. Through political advocacy, students have the opportunity to influence
future directions of practice.
Rationale
Experience has shown that having the opportunity to act as change agents in school, gives students the
confidence to continue these activities as practitioners.

Creativity and innovation, commitment to self- improvement of skills and knowledge, pride in the
profession, leadership

• See also “Political Advocacy” course offerings
• Legislative Days
• “Fix the Law Project”, Dr. Tom Hazlet. University of Washington
• NCPA Pruitt-Schutte Student Business Plan Competition-Tom Murray
• Leadership Project: University of Washington (Shelby Bottemiller, Elizabeth Cox, Nicole
Klosterman, Sonj Hammes, Khanh Hoa Tran)
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I. Leadership Conferences
Leadership conferences are designed to enhance both individual and group leadership skills and provide
opportunities for networking. Speakers may include CEOs and VPs of health organizations or
professional organizations, legislators, and community leaders. An interactive workshop familiarizes
students with important leadership skills. Students are then given the opportunity to solve professional
challenges by working on project in small groups.
Rationale
The purpose of these conferences is to help participants strengthen their leadership and team-building
skills and to apply these skills in completing an assigned group project.

Creativity and innovation, service orientation, commitment to self-improvement of skills and knowledge,
conflict resolution, leadership
Special issues involving programming and implementation

• Funding
• Selection of students
• If a joint conference between two or more pharmacy schools, identifying a conference site with
overnight accommodations
• Travel arrangements- although the University of Maryland has taken advantage of technology to link
schools

• Cardinal Health Student Leadership Conference
• Dr. Renae Chesnut, Drake University
• Dr. Robert Johnson, Auburn University
• Dr. Robert Beardsley, University of Maryland
• Dr. Bill Fassett, Washington State University
• Dr. Nanci Murphy, University of Washington
• Dr. Keith Marciniak, APhA-ASP
• Loma Linda University
• Schools with branch campuses
References
Bazil M, Kirschenbaum, “Student Membership on Standing Committees at Colleges and Schools of
Pharmacy”, Am J Pharm Educ;62, Spring 1998 pg. 66-71.
2002-2003 Successful Practices in Pharmaceutical Education

http://www.aacp.org/Docs/MainNavigation/Resources/4945_LeadershipDevelopment.pdf
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J. Mentor Programs
The responsibilities of a mentor may include, exposing a student to new opportunities, assisting the
student in defining goals, nurturing his or her natural talents, providing regular feedback, and modeling
professional values and behaviors. Many schools invite practitioners to lecture in the classroom or act as
course facilitators, to encourage interactions between students and positive role models. Structured
mentor programs may be available through schools or professional organizations.
Rationale
Mentoring can benefit the mentor and mentee in terms of professional development and growth.

Multiple areas.

• See also other Mentoring sections in “New Student” and “Extracurricular” sections
• Virtual Mentors
o APhA, ASHP, NCPA, ASCP state pharmacy associations (Texas)
• Alumni mentor programs
o University of Michigan
o University of Washington.
• New student mentor programs
o MAPS (Mentoring and Activities for Pharmacy Students)
• Monster Trak
o Drake University
o http://www.monstertrak.monster.com/
• What is a successful mentor?
o http://www.tshp.org/Programs/LDP-Mentor/WhatIsAMentor.asp
• Professional Development Advisor Program
o University of Missouri at Kansas City
• University of California, San Francisco
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K. Interprofessional Activities
The Institute of Medicine in its recent report, “Bridge to Quality” states the importance of creating
effective interprofessional teams. Participating in joint activities often helps students from different
health professions become familiar with and appreciate each other’s area of expertise. It is believed that
this heightened awareness and respect enhances their future collaboration as practitioners.
Rationale
“Health care professionals need better preparation in order to provide the highest quality and safest care,
and to function at optimum levels in a changing and increasingly complex 21st century health system”
Ann Greiner, Institute of Medicine

Ability to communicate and interact effectively with patients, family, colleagues and other health
professionals

• White coat ceremonies with other professions (Midwestern-Glendale)
• Orientation ceremony with other health sciences students that describes the different roles of each
health professional- Chatauqua (University of Washington)
• Interprofessional patient projects to help reduce health disparities, chronic health problems
o University of Iowa Mobile Clinic
o University of Washington- A Collaborative Effort to Provide Quality Care to the Homeless
http://www.aacp.org/Docs/MainNavigation/NewsRoom/5430_AACPAugust
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L. Etiquette Dinner
A professional etiquette dinner offers instruction in basic table manners and appropriate dining in a
business setting. The dinner should represent what might be served at a typical meal for business
purposes, including a salad or appetizer, entrée, and dessert. Require participants to wear professional
business attire. Make the experience as close to a real restaurant as possible. Arrange to have waiters,
hosts or hostesses. Before each course, provide instruction on proper utensil selection and table manners.
Provide a checklist of proper dining behavior and as well as worst-case scenario examples consisting of
things that could happen. Allow for ample time for questions from the student guests.
Rationale
Table manners are an integral part of non-verbal communication. Formality in dress, grammar, and
manner fosters better respect for the individual.

This activity helps student demonstrate self-confidence, courteous behavior, appropriate boundaries in
work or learning situations, and ability to communicate and interact effectively with patients, family,
colleagues and other health professionals.


“Intentional Professionalization Strategies Across the Pharmacy Education Experience (or Baking
the Perfect Soufflé).” Pamela U. Joyner, University of North Carolina at Chapel Hill.
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M. Monthly Column on Professionalism
Devote a monthly or periodic column to particular professionalism issue in college and student
publications, such as Pharmacy Student, chapter newsletters, and state association publications. The
column may help pharmacy leaders raise awareness of professionalism issues to students, faculty and
practitioners.
Rationale
The column will consistently emphasize the importance of professionalism to those within the pharmacy
community and will provide resources and discussion to address common professionalism dilemmas.

Pride in the profession, service orientation, raising the general public’s awareness on the requisite
knowledge, skills and abilities required of a practicing pharmacist.
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Appendixes
Appendix A - Experiential Rotation Timeline (P1 - P3)
Month P1 Activities P2 Activities P3 Activities

Orientation: Orientation: Orientation:
-Early Experience -Early Experience -Early Experience
August
-Portfolios -Portfolio review -Portfolio review
-Mentoring -Mentoring -Mentoring
Programs (examples):
Programs (examples): -Review professionalism,
-Review professionalism,
-History of Pharmacy cultural diversity and
cultural diversity and
September -Professionalism interdisciplinary care
interdisciplinary care -
-Cultural diversity -Career opportunities
Community / Hospital
-Interdisciplinary care -Development of CV / resume
Site Visit(s)
and interviewing skills
Mentoring activity
Mentoring activity Faculty / Clinical Site Visits:
Mentoring activity
October Community / Hospital Ambulatory Care, Long-term
Service Learning
Site Visit(s) Care, Internal Medicine
and/or Critical Care
Community / Hospital
November Career fair
Site Visit(s)
Introduction to Advanced
December
Practicums
Programs:
Community / Hospital -Assessment of career
January Site selection
Shadowing interests
Community / Hospital Faculty / Clinical Site Visits

February
Site Visit(s) Cont. Cont.
Community / Hospital Faculty / Clinical Site Visits
March
Site Visit(s) Cont. Cont.
April
Annual proficiency exams Annual proficiency exams Annual proficiency exams /

May
/ OSCE / OSCE OSCE
June Begin P4 rotations
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Appendix B - Experiential Rotation Timeline: P4
Month Student Faculty / Preceptor

Rotation orientation: Rotation orientation:
-Mentoring -Mentoring
June -Evaluation process -Evaluation process
-Professional organization involvement -Professional organization involvement
-Service learning -Service learning
Begin rotations
Begin rotations
July Portfolio review (ongoing)
Portfolio review (ongoing)
Career counseling (ongoing)
August Advisory board meeting
-Post-graduate education
-Career opportunities
September
-Development of CV/resumes and
interviewing skills
-Financial planning
Pharmacy Week – consider activity
Mentoring activity
Preceptor training
October Employment / residency update for students
Employment / residency update for students
attending ACCP and/or ASHP Meetings
attending ACCP and/or ASHP Meetings
Career fair
November Career fair
Advisory board meeting
December
January Mentoring activity Mentoring activity
February Advisory board meeting
March -Transitions Preceptor training
-Life-long learning tips
April Awards ceremony Awards ceremony
NAPLEX review Advisory board meeting
May Annual proficiency exams / OSCE Assist with NAPLEX review and annual
Senior survey proficiency exams / OSCE
June Graduation Graduation
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Appendix C – Professionalism Competency in the Curriculum
Provided by the University of Georgia
Fulfilling Professionalism Requirements

in the Doctor of Pharmacy Curriculum
In a professional school, the curriculum of study consists of knowledge, skills, abilities, and
attitudes/behaviors. The curricular goals and objectives of the Doctor of Pharmacy program at the
University of Georgia College of Pharmacy are articulated in the document entitled, Competency
Statements, Terminal Objectives, and Enabling Objectives for the Doctor of Pharmacy Program.
Procedures for addressing academic competency and progression associated with students’ knowledge,
skills, and abilities are addressed in the College’s Progression Policy. Procedures for addressing attitudes,
i.e., professional competency, are addressed by the following policy.
Professional behavior is expected among all students of the University of Georgia College of Pharmacy in
order to fulfill curricular requirements for graduation. Professional attitudes/behaviors, as well as
examples of unprofessional behavior, are discussed with students during Orientation, stated in various
course syllabi, and reinforced at selected points throughout the academic year. Students who exhibit
appropriate behaviors/attitudes progress in the professional components of the curriculum, whereas
students who do not display competence in professional behaviors and attitudes are subject to informal
and/or formal corrective action.
Any student, faculty, staff member, or individual associated with the College’s academic programs may
report a student for lack of professional behavior to the Assistant Dean for Student Affairs. Under usual
circumstances, the incident should have been brought to the student’s attention and resolution attempted
before reporting the incident to the Assistant Dean.
Upon receiving a report regarding unprofessional behavior, the Assistant Dean will determine the
legitimacy of the report in accordance with his/her interpretation of Competency Statement 10 (in the
College’s document on educational outcomes, Competency Statements, Terminal Objectives, and
Enabling Objectives for the Doctor of Pharmacy Program), the severity of the incident, and the urgency
by which it needs to be addressed administratively. Depending on the nature of the behavior, the
Assistant Dean may act on a single behavioral report or wait to act until he/she receives multiple reports
of unprofessional behavior on a student. Once the Assistant Dean determines that administrative action is
warranted, each case will be addressed in the following manner:
1. For the first action to address unprofessional behavior, the Assistant Dean will meet with
the student to counsel him/her on the seriousness of the behavior and the potential
consequences to the student of such actions, including potential dismissal from the
College of Pharmacy for repeated unprofessional behavior. The discussion will also
include strategies to correct the behavior or address the problem. Following the session,
the student and Assistant Dean will sign and date a statement acknowledging the student’s
behavior and his/her awareness of potential consequences for similar behavior in the
future. The Assistant Dean will notify the person(s) who initiated the complaint that the
student has been counseled.
2. For the next reported offense, the Assistant Dean will notify the student and the chair of
College of Pharmacy Professionalism Committee. The student will appear before the
Professionalism Committee to discuss the behavior. Following this session, the committee
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may recommend to the Associate Dean that the student be placed on professional
probation in the College of Pharmacy, a final warning of the impending consequences of a
third offense.
3. For subsequent problems with professionalism, the Assistant Dean will notify the student
and the Professionalism Committee. After meeting with the student, the Professionalism
Committee will recommend to the Associate Dean an appropriate course of action. The
outcome will be based on the type of unprofessional behavior and whether this is a new
behavior problem or continuation of an ongoing problem. Possible outcomes will be
professional probation, continued professional probation, suspension from the Doctor of
Pharmacy program for up to one year, or dismissal from the College of Pharmacy.
Students who receive continued professional probation or suspension will be dismissed
from the College of Pharmacy upon further problems with unprofessional behavior.
4. Students may appeal decisions of the Professionalism Committee to the Dean of the
College of Pharmacy.
UGA PROFESSIONALISM COMPETENCY STATEMENT

Demonstrate professional behaviors and values
TO 10.1 (Characterization) Display professional behavior toward faculty, staff, peers, patients,
and other health professionals in the classroom, laboratory, and clinical settings.
EO 10.1.1 (Organization) Modify behavior to interact effectively in classroom, laboratory,

and clinical settings.
• Shows courtesy to faculty, staff, peers, patients, and other health professionals
• Asks appropriate questions
• Asks questions in a respectful manner
• Does not initiate or participate in extraneous conversations
• Focuses on assignments
• Demonstrates ability to prioritize projects
• Demonstrates preparedness to interact in classroom, laboratory, and clinical settings
EO.10.1.2 (Organization) Modify behavior to communicate effectively with faculty, staff,

peers, patients, and other health professionals.
• Demonstrates courtesy and respect in verbal and written communications

• Uses language appropriate to the academic setting
• Addresses faculty, staff, peers, patients, and other health professionals with the
appropriate name and/or title
• Displays body language appropriate to the person and setting
• Takes initiative to update personal information (changes in name, address, phone
number) in various University and College databases
EO 10.1.2.1 (Organization) Demonstrate skills of conflict resolution.
• Demonstrates diplomacy in expressing opinions/ideas

• Resolves conflicts independently, effectively, and positively
• Defends ideas/positions when appropriate
• Addresses problems/issues initially with those involved (before bringing in outside
sources)
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EO 10.1.2.2 (Synthesis) Formulate constructive evaluation of others= performance.
• Demonstrates use of appropriate and professional language

• Constructs a positive written/oral evaluation of others, pointing out strengths and
weaknesses
• Evaluates others in a direct, concise, clear, and honest manner
• Focuses the evaluation on the individual’s performance without making comparisons to
others
EO 10.1.2.3 (Organization) Display positive attitude when receiving constructive

criticism.
• Acknowledges criticism and determines the validity

• Formulates a plan for corrective action
EO 10.1.2.4 (Valuing) Formulate written communications with professional content

and tone.
• Uses clear, concise, professional, and appropriate language

• Differentiates the appropriate use and legality of various types of written communication
(e.g., e-mail, letter, memo, chart)
EO 10.1.2.5 (Organization) Demonstrate confidence in actions and

communications.
• Takes initiative when appropriate

• Identifies situations where assistance is needed
• Defends ideas/positions when appropriate
• Demonstrates poise/demeanor appropriate to one’s experience level
• Responds quickly, accurately, and decisively under pressure.
EO 10.1.3 (Organization) Show regard for persons in authority in classroom, laboratory, and
clinical settings.
• Challenges authority in an appropriate time, place, and manner

• Demonstrates regard for the other person’s position, responsibilities, time, commitments,
knowledge, and accomplishments
• Accepts decisions of persons in authority
• Differentiates decisions for which the other person has final authority
EO 10.1.4 (Organization) Demonstrate dependability to carry out responsibilities.
• Completes assigned tasks in a timely manner

• Completes tasks/assignments independently without supervision
• Completes tasks/assignments without reminders or interventions
• Acknowledges, clarifies, and carries out assignments and responsibilities
EO 10.1.5 (Valuing) Differentiate appropriate interpersonal interactions with respect to

culture, race, religion, ethnic origin, and gender.
• Demonstrates sensitivity toward others with choice of language, tone, and inflection
• Demonstrates sensitivity in tone of written and verbal communications
• Demonstrates appropriate physical interactions, including body language
• Demonstrates a tolerance of diversity
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EO 10.1.6 (Organization) Demonstrate regard for differing values and abilities among peers,
other health care professionals, and patients.
• Shows respect for others’ beliefs, opinions, choices, values, and socioeconomic status
• Demonstrates tolerance of others’ physical, mental, and social limitations
EO 10.1.7 (Characterization) Act with honesty and integrity in academic matters and
professional relationships.
• Demonstrates high moral and ethical standards

• Adheres to UGA Culture of Honesty policy
• Encourages honesty and integrity from peers
• Shows willingness to admit mistakes
• Shows willingness to admit deficiencies in knowledge and/or practice skills
• Shows willingness to seek corrective action for mistakes
EO 10.1.7.1 (Characterization) Demonstrate attitude of service by putting others=

needs above one=s own.
• Demonstrates sense of commitment

• Demonstrates commitment to the profession and its special needs
• Shows sensitivity to others’ requests/needs
• Demonstrates willingness to accommodate others’ needs or seeks alternative solutions
• Shows empathy toward others
EO 10.1.7.2 (Characterization) Demonstrate a desire to exceed expectations.
• Demonstrates pride in accomplishments

• Demonstrates professional involvement
• Demonstrates initiative to take on additional tasks without expectation of compensation
• Shows willingness to follow up after completing a task or assignment
EO 10.1.8 (Characterization) Promote appropriate drug-taking behavior.
• Recommends medications only when appropriate.

• Dispenses medications in accordance with established rules, regulations, or laws
• Does not abuse/misuse prescription drugs
• Does not abuse/misuse nonprescription drugs
• Does not use illegal drugs/substances
• Does not abuse alcohol
• Seeks treatment for potential substance abuse problems
• Refers others for substance abuse problems
EO 10.1.9 (Characterization) Demonstrate professional interactions with patients
• Demonstrates concern, empathy, and respect for patients

• Demonstrates willingness and ability to listen to patients
• Recognizes and respects patients’ needs for personal space
• Asks appropriate questions and provides factual information
EO 10.1.9.1 (Comprehension) Describe the covenantal relationship between a pharmacist and

patient.
• Maintains nonjudgmental demeanor with patients
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• Shows respect for patient confidentiality
• Adheres to rules, regulations, and laws governing patient confidentiality
• Acts in the patient’s best interests
• Demonstrates tolerance of diversity
EO 10.1.9.2 (Analysis) Identify instances when one=s values and motivation are in
conflict with those of the patient.
• Considers cost, benefit, risks, and side effects in relation to the patient’s health care
needs
• Considers the patient’s cultural, religious, socioeconomic, and lifestyle needs when
making recommendations
EO 10.1.9.3 (Organization) Relate to patients in a caring and compassionate

manner.
• Shows concern for patients

• Shows respect for patients’ culture, religion, socioeconomic status, and lifestyle
• Formulates empathetic responses to patients
EO 10.1.9.4 (Organization) Demonstrate ethical standards related to pharmacy

practice.
• Identifies references/sources containing ethical standards related to pharmacy practice

• Develops an acceptable basis for formulating personal ethical standards
EO 10.1.10 (Characterization) Exhibit fitting behavior when representing the University of

Georgia College of Pharmacy in extracurricular activities and professional
meetings outside the College of Pharmacy.
• Adheres to UGA student conduct regulations

• Dresses in an appropriate professional manner
• Attends and participates in program sessions
• Demonstrates courtesy and respect to others in meetings and programs
TO 10.2 (Characterization) Demonstrate punctuality in academic and professional environments.
• Arrives prepared and on time for required classes, labs, and experiences
• Notifies instructor or preceptor in advance or at earliest possible time with regard to
absence or tardiness
• Notifies preceptor in advance for information about upcoming rotation
EO 10.2.1 (Responding) Adhere to established times for classes, laboratories, clerkships,

and meetings.
• Acknowledges academic priorities over personal commitments

• Shows respect for professors’ and preceptors responsibilities/time commitments outside
of established class/meeting times
• Performs throughout the allotted times for class, labs, and experiences
• Asks permission from professor or preceptor to alter established schedule and accepts
final decision
EO 10.2.2 (Responding) Comply with established verbal and written deadlines.

• Keeps up-to-date with deadlines
• Shows responsibility for maintaining information regarding assignments
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• Completes assignments without reminders
EO 10.2.3 (Responding) Respond to requests (written requests, verbal questions, e-mails,

telephone calls) in a timely fashion.
• Demonstrates responsibility to check mail, e-mail, voice mail, and other forms of
communication on a regular basis in order to receive requests/assignments
• Acknowledges established deadlines or sets deadlines appropriate to the request
• Completes assignments on time or within an acceptable time frame
EO 10.2.4 (Responding) Perform pharmaceutical care responsibilities in a timely manner.
• Prioritizes tasks in relation to a patient’s needs

• Performs tasks in a timeframe consistent with a patient’s needs.
TO 10.3 (Characterization) Maintain a professional appearance when representing the College of

Pharmacy.
• Takes into account perceptions and values of patients and other health professionals
when determining one’s professional appearance
• Follows established guidelines in classroom, laboratory, and patient care settings
regarding appearance
• Takes initiative to identify appropriate appearance when guidelines are unclear or not
specified
EO 10.3.1 (Valuing) Modify dress appropriate to classroom, laboratory, clinical, and

professional settings.
• Adheres to established guidelines regarding dress, jewelry, and body adornments

• Recognizes and respects authority of faculty and preceptors with regard to determining
appropriateness of dress, jewelry, and body adornments
• Values the importance of dress, jewelry, and body adornments for conducting effective
patient interactions
EO 10.3.2 (Valuing) Maintain personal hygiene and grooming appropriate to the academic
or professional environment.
• Follows established guidelines regarding personal hygiene and grooming

• Considers health implications for others with regard to personal hygiene (e.g.,
handwashing, cologne, tobacco products)
• Values the importance of personal hygiene and grooming for effective interpersonal
interactions
TO 10.4 (Responding) Comply with student health requirements for working with patients in
various health care environments.
• Demonstrates awareness of various health requirements regarding personal and patient

health and safety
• Complies with requirements for routine medical test (e.g., PPD, drug screening) needed
for working in various health care settings
• Complies with deadlines for fulfilling student health requirements
TO 10.5 (Organization) Maintain appropriate records (e.g. intern license, CPR certification,
immunizations, insurance, skills) to demonstrate professional competence.
101
• Produces records upon request from authorized faculty, staff, preceptors, or health care
facilities
• Maintains appropriate renewals of credentials and licenses
TO 10.6 (Responding) Comply with federal, state, University, College of Pharmacy and
institutional requirements regarding confidentiality of information.
• Completes required training related to confidentiality of information

• States regulations regarding confidentiality of patient information
• States requirements for maintaining confidentiality of institutional data
TO 10.7 (Characterization) Produce quality work in academic and professional settings.
• Takes initiative to have standard of work defined

• Responds to constructive criticism to improve quality of work
• Takes initiative to prepare adequately for classes, labs, meetings, or experience training
• Demonstrates completeness in carrying out assignments
EO 10.7.1 (Organization) Utilize time efficiently.
• Conducts personal business outside established times for classes, labs, or experience
training unless authorized
• Demonstrates good organizational skills
• Prioritizes responsibilities in carrying out assignments
• Demonstrates ability for multi-tasking
EO 10.7.2 (Organization) Demonstrate self-direction in completing assignments.
• Seeks assistance from faculty, TA’s, or preceptors to clarify assignments or directions

• Maintains focus in completing assignments
• Demonstrates ability to work independently
EO 10.7.3 (Characterization) Demonstrate accountability for decisions.
• Accepts responsibility for personal, academic, and patient-care decisions

• Provides rationale for decisions in a professional manner
• Documents actions and outcomes of decisions
EO 10.7.4 (Characterization) Demonstrate characteristics of lifelong learning.
• Keeps abreast of changes in drug therapy and disease management

• Keeps abreast of changes in laws, rules, and regulations pertaining to the practice of
pharmacy
• Takes initiative to research questions or problems independently
• Critically evaluates the accuracy and validity of information related to patient care
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Pharmacy Professionalism Toolkit For Students and Faculty

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Pharmacy Professionalism Toolkit

for Students and Faculty

2003-04 Committee Members

AACP Representatives APhA-ASP Representatives

Thomas Reinders, Co-chair Amit Patel, Co-chair

TEN TRAITS THAT DISTINGUISH A PROFESSIONAL

1. Knowledge and skills of a profession

Commitment to Self-Improvement and Life-Long Learning

Continuing Commitment to Excellence and Pride in the Profession

Covenantal Relationship with the Patient and Respect for Others

Conscience and Trustworthiness

Ethically Sound Decision-Making

This document provides professionalism activities in six broad areas:

1. Define attributes related to professionalism

Gail D. Caballes, University of Washington

Areas of professionalism addressed

Special issues involving planning / promotion / implementation

Examples of programs and resources

Areas of professionalism addressed

Special issues involving planning / promotion / implementation

Examples of programs and resources

Areas of professionalism addressed

Special issues involving planning / promotion / implementation

Examples of programs and resources

• Ohio State University - Early Admissions Pathway (EAP) Mentoring Program

2004 AACP School Poster:

Areas of professionalism addressed

Examples of programs and resources

Professional attributes could include:

Special issues involving promotion/planning and implementation

Examples of programs and resources

2004 AACP School Poster:

James Hobbs, University of Kentucky

Areas of professionalism addressed

Special issues involving planning/promotion/implementation

Examples of programs and resources

2004 AACP School Poster:

Areas of professionalism addressed

Special issues involving planning/promotion/implementation

Representatives serving as interviewers should participate in a formal orientation session to achieve a

Examples of programs and resources

Areas of professionalism addressed

Special issues involving planning/promotion/implementation

Robert Beardsley, University of Maryland

Areas of professionalism addressed

Special issues involving planning / promotion / implementation

Examples of programs and resources

“Enhancing Professionalism by Engaging Pharmacy Students Early in their Education

“Developing Professionalism Through the Official and Unofficial Curriculum.” Regina G.

“Intentional Professionalization Strategies Across the Pharmacy Education Experience

“Enhancing the Professionalism of Pharmacy Students at the University of Washington.”

Checklist of Planning Steps

Areas of professionalism addressed

Examples of programs and resources

2004 AACP School Poster:

Areas of professionalism addressed

Special issues involving planning / promotion / implementation

Examples of programs and resources

Checklist of planning steps

Areas of professionalism addressed

Special issues involving planning / promotion / implementation

Examples of programs and resources