Identifying Perceptions of Professionalism in Pharmacy Using a Four-Frame Leadership Model |
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| Authors: | Dennis F. Thompson Kevin C. Farmer Donna G. Beall David J. Evans Russell B. Melchert Leigh Ann Ross Beverly J. Schmoll |
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| Affiliation: | aCollege of Pharmacy, Southwestern Oklahoma State University;bCollege of Pharmacy, University of Oklahoma Health Science Center;cSkaggs School of Pharmacy, University of Montana;dCollege of Pharmacy, Touro University-California;eCollege of Pharmacy, University of Arkansas for Medical Sciences;fSchool of Pharmacy, University of Mississippi;gEugene Applebaum College of Pharmacy and Health Sciences, Wayne State University |
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| Abstract: | ObjectivesTo determine whether professionalism in pharmacy education is addressed from Bolman and Deal''s four-frame leadership model.MethodsStudents (N = 624), faculty (N = 57), preceptors (N = 56), and academic administrators (N = 8) at 6 colleges and schools of pharmacy were surveyed to assess professionalism. Using grounded theory methodology and a constant comparative process, common themes were identified for each question in each group. Themes were assigned to the four-frame model and the data were compared.ResultsMechanisms of addressing professionalism consistent with all 4 frames of the Bolman and Deal''s model were identified. Faculty assessment of student professionalism was significantly lower (P < 0.05) than the student group, preceptors, and administrators.ConclusionsMechanisms of addressing professionalism in pharmacy education span all four frames of Bolman and Deal''s leadership model. The values students bring into a pharmacy program may play an important role in the process of professional socialization. Faculty members have a tremendous opportunity to enhance student professionalism with their daily verbal and nonverbal interactions with students. |
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| Keywords: | leadership professionalism qualitative research pharmacy students faculty |
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