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Professionalism: a determining factor in experiential learning.

Authors
Type
Published Article
Journal
American Journal of Pharmaceutical Education
1553-6467
Publisher
American Journal of Pharmaceutical Education
Publication Date
Volume
71
Issue
2
Pages
31–31
Identifiers
PMID: 17533440
Source
Medline

Abstract

The University of Maryland School of Pharmacy has systematically implemented professionalism assessment to establish expectations in experiential learning and to create a mechanism for holding students accountable for professionalism. The authors describe their philosophic approach to the development and implementation of these explicit criteria and also review the outcomes of applying these criteria. In 2001, 3 professionalism criteria were developed and applied to required intermediate and advanced pharmacy practice experiences (APPEs). Students were expected to achieve 100% acceptable ratings to pass the rotations. The criteria were subsequently enhanced and by 2005 applied to all experiential courses. Most students exhibited professional behavior; however, 9 students did not meet the established criteria. Strategies used in remediation and further professional development are discussed. The use of professionalism criteria has promoted a culture of professionalism throughout the School.

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