PT  - JOURNAL ARTICLE
AU  - Jessica L. Johnson
AU  - Sheila Chauvin
TI  - Professional Identity Formation in an Advanced Pharmacy Practice Experience Emphasizing Self-Authorship
AID  - 10.5688/ajpe8010172
DP  - 2016 Dec 25
TA  - American Journal of Pharmaceutical Education
PG  - 172
VI  - 80
IP  - 10
4099  - http://www.ajpe.org/content/80/10/172.short
4100  - http://www.ajpe.org/content/80/10/172.full
SO  - Am J Pharm Educ2016 Dec 25; 80
AB  - Objective. To examine the extent to which reflective essays written by graduating pharmacy students revealed professional identity formation and self-authorship development.Design. Following a six-week advanced pharmacy practice experience (APPE) grounded in Baxter-Magolda’s Learning Partnerships Model of self-authorship development, students completed a culminating reflective essay on their rotation experiences and professional identity formation.Assessment. Thematic and categorical analysis of 41 de-identified essays revealed nine themes and evidence of all Baxter-Magolda’s domains and phases of self-authorship. Analysis also suggested relationships between self-authorship and pharmacist professional identity formation.Conclusion. Results suggest that purposeful structuring of learning experiences can facilitate professional identity formation. Further, Baxter-Magolda’s framework for self-authorship and use of the Learning Partnership Model seem to align well with pharmacist professional identify formation. Results of this study could be used by pharmacy faculty members when considering how to fill gaps in professional identity formation in future course and curriculum development.