A quantitative professionalism policy in a community pharmacy introductory pharmacy practice experience

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Abstract

Objective. To determine whether implementing a quantitative professionalism policy would lead to improved behaviors in an introductory pharmacy practice experience (IPPE) and to evaluate students' attitudes about professionalism expectations in the IPPE. Design. A policy using quantitative parameters for assessing unprofessional behaviors was developed and implemented in the community pharmacy IPPE after discrepancies were identified in the way professional expectations were assessed. Assessment. The quantitative professionalism policy reduced the number of assignments submitted post deadline (p,0.05). There was no change in students' attitudes towards professional behaviors after the implementation of the policy. Conclusion. The quantitative professionalism policy was effective in changing some of the students' professional behaviors in an IPPE.

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APA

Shtaynberg, J., Rivkin, A., Shah, B., & Rush, S. (2013). A quantitative professionalism policy in a community pharmacy introductory pharmacy practice experience. American Journal of Pharmaceutical Education, 77(10). https://doi.org/10.5688/ajpe7710217

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