Qualitative Analysis of Pharmacy Students’ Self-identified Preconceptions Regarding the Term Clinical Pharmacy

Abstract

Objective. To evaluate third-year pharmacy students’ self-identified preconceptions regarding the term clinical pharmacy as defined by the American College of Clinical Pharmacy (ACCP). Methods. Third-year pharmacy students were led in a multipart activity focused on evaluating their preconceptions about the term clinical pharmacy after exposure to the unabridged definition published by ACCP. Students were asked to identify two preconceptions they had before the activity that were dis-pelled after reading the article. Thematic coding was used to identify semantic themes and generate sum-maries of student perceptions. Results. Three hundred twenty-two third-year pharmacy students’ assignment data was coded to reveal six major themes about their preconceptions related to the term clinical pharmacy: setting, required train-ing, job responsibilities, scope within the health care system, job environment (physical, emotional, financial), and limited knowledge about clinical pharmacy. Consistencies in thought were found within two of these themes, namely setting and required training. Significant variance was seen in the remaining four themes, specifically regarding types of activities performed, job environment, the scope of practice, and impact in the health care system. Conclusion. Third-year pharmacy students’ preconceptions about clinical pharmacy were related to the exclusivity of where it can be practiced and the need for additional training as a requirement. However, high variability was seen in the majority of the remaining themes, illustrating an inconsistent view of what clinical pharmacy is and the need for intentional focus on professional identity formation within the pharmacy curriculum.