Factors affecting pre-pharmacy students' perceptions of the professional role of a pharmacist.

摘要

The primary purpose of the study was to assess pre-pharmacy students' perceptions (attitude, subjective norm, perceived behavioral control, and professional commitment) of the professional role of pharmacists prior to enrollment in pharmacy school. The secondary purpose of the study was to determine the association between pre-pharmacy student perceptions of the professional role and student demographics. A survey instrument was distributed to students (N=195) enrolled in the pre-pharmacy curriculum at Purdue University during an organic chemistry laboratory. The 58 item survey contained questions regarding roles of the pharmacist, work experiences, and demographics. A seven point Likert scale (3=strongly agree to -3=strongly disagree) was used to determine factors affecting perceptions. Results revealed that theory of planned behavior (attitude, subjective norm, and perceived behavioral control) subscales were affected by grade point average (attitude p=0.044, perceived behavioral control p=0.043), gender (subjective norm p=0.014), and application to pharmacy school (attitude p=0.001, subjective norm p=0.029, perceived behavioral control p=0.005) while unpaid work experience affected professional commitment (p=0.043). Students evaluated work experience related to their pharmacy studies more positively than students employed in non-pharmacy related areas in the areas of attitude, subjective norm, and perceived behavioral control. The theory of planned behavior measures utilized in this study, in conjunction with the professional commitment measures, could be used as potential screening methods for pharmacy school applicants. However, scores on such measures must first be linked to adequate or desirable levels of such attitudes, as well as standardized with a number of "ideal" practitioners. The scores of potential applicants could be compared to "ideal" practitioner scores and the differences and/or similarities could be used as support in modifying curriculum.