ArticleJournal of medical education and curricular development
Developing Professional Identity Through a Student-Led Interprofessional Clinic: A Qualitative Study in Experiential Pharmacy Education.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Objective: Structured models integrating pharmacy students into student-led interprofessional outpatient clinics remain limited in public healthcare contexts. This study evaluated an experiential pharmacy education model embedded within a newly established interprofessional health student clinic, examining its benefits and limitations for collaborative learning, role clarity, and professional identity formation. Methods: A six-week elective course was implemented within a newly established student-led interprofessional clinic in a primary care context in Finland. The model comprised structured orientation, supervised clinical practice including independent and joint interprofessional appointments, and guided reflection. A qualitative descriptive evaluation was conducted using thematic analysis of reflective diaries and written feedback of the pharmacy students; and instructor observations. Results: Nine fifth-year pharmacy students completed the course. Four central themes emerged: professional role clarification, increasing self-confidence through repeated patient encounters, the importance of structured orientation for clinical integration, and skill rehearsal and role integration in authentic clinical practice. The transition from independent pharmacist-led sessions to embedded interprofessional consultations was perceived as particularly influential in promoting collaborative role integration. Conclusion: Structured role integration within student-led clinics may strengthen professional identity formation and collaborative competence in pharmacy education.
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