(466) Embedding Pharmacists' Professional Identity in the P1 Curriculum

Objective : We implemented a series of team-based and case-based community pharmacy simulations, horizontally integrating them with our curriculum, facilitating familiarity with 1) community pharmacy operations, 2) resolution of medication errors, 3) medication drug utilization review, 4) pharmacy law, 5) patient advocacy, and 6) IPPE readiness.

Methods: Prior to starting the series of APPS class and lab sessions, we gave a PIF pre-class survey and then we gave the same PIF survey at the end of the semester at the completion of the APPS lab session to determine if there was a change in the PI. During the semester, we gave two introductory in-class sessions and two lab sessions which were conducted to introduce the above topics both didactically and with a hands-on approach in the lab. Prior to each of these sessions the students were given a pre-class/lab confidence questionnaire on the topics they were going to learn during the session and then they were given the same confidence questionnaire after the end of the class session to determine if there was a change in their confidence on the skills they learned in the session.

Results: Results showed that the overall PIF of the student surveyed increased from pre-course to post-course.

Conclusions: With use of in-class applications, team-based learning, real-life and laboratory simulations, pharmacy students can recognize and learn the common set of community pharmacist characteristics, attributes, behaviors, beliefs, values, ethics, and responsibilities, as these are the first steps into community pharmacy professional identify formation. Our approach of reinforcing pharmacists’ roles and responsibilities through “real-life” problem solving in simulations using community pharmacy simulated software will foster learners’ self-awareness and PIF.