OBJECTIVE: To assess prepharmacy students' perceptions of the professional role of pharmacists prior to enrollment in pharmacy school, and the association between perceptions and student demographics. METHODS: A 58-question survey instrument regarding pharmacists' roles, work experiences, and demographics was developed and administered to students (N = 127) enrolled in an organic chemistry laboratory experience at Purdue University. RESULTS: Theory of planned behavior subscales (attitude, subjective norm, perceived behavioral control) were influenced by students' grade point average, gender, and application to pharmacy school, while unpaid work experience affected professional commitment. Students evaluated work experience related to their pharmacy studies more positively than non-pharmacy-related areas in the theory of planned behavior subscales. CONCLUSIONS: Evaluating students' perceptions may be beneficial in helping pharmacy educators design their curricula, as well as allowing admissions committees to select the most qualified students to promote the development of positive perceptions toward the professional role of pharmacists. Grade point average (GPA) and application to pharmacy school were associated with significant differences for the theory of planned behavior and professional commitment subscales.
OBJECTIVE: To assess prepharmacy students' perceptions of the professional role of pharmacists prior to enrollment in pharmacy school, and the association between perceptions and student demographics. METHODS: A 58-question survey instrument regarding pharmacists' roles, work experiences, and demographics was developed and administered to students (N = 127) enrolled in an organic chemistry laboratory experience at Purdue University. RESULTS: Theory of planned behavior subscales (attitude, subjective norm, perceived behavioral control) were influenced by students' grade point average, gender, and application to pharmacy school, while unpaid work experience affected professional commitment. Students evaluated work experience related to their pharmacy studies more positively than non-pharmacy-related areas in the theory of planned behavior subscales. CONCLUSIONS: Evaluating students' perceptions may be beneficial in helping pharmacy educators design their curricula, as well as allowing admissions committees to select the most qualified students to promote the development of positive perceptions toward the professional role of pharmacists. Grade point average (GPA) and application to pharmacy school were associated with significant differences for the theory of planned behavior and professional commitment subscales.
Keywords:
Perceptions; pharmacist; prepharmacy; professional role; theory of planned behavior
Authors: Gina D Moore; Vibhuti Arya; Elias B Chahine; Diane B Ginsburg; Karl M Hess; Pamela M Moye; Patrick Nelson; Jeffrey O Ekoma Journal: Am J Pharm Educ Date: 2018-09 Impact factor: 2.047