Journal article
A. Tarfa, A. Kjos, M. R. Williams, L. Jackson
American Journal of Pharmaceutical Education, PMID: 37355032, 2022, pp. 100544
American Journal of Pharmaceutical Education, PMID: 37355032, 2022, pp. 100544
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APA
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Tarfa, A., Kjos, A., Williams, M. R., & Jackson, L. (2022). Impact of teaching social determinants of health on professional identity formation in the health professions. American Journal of Pharmaceutical Education, (PMID: 37355032), 100544 . https://doi.org/10.1016/j.ajpe.2023.100544
Chicago/Turabian
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Tarfa, A., A. Kjos, M. R. Williams, and L. Jackson. “Impact of Teaching Social Determinants of Health on Professional Identity Formation in the Health Professions.” American Journal of Pharmaceutical Education, no. PMID: 37355032 (2022): 100544 .
MLA
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Tarfa, A., et al. “Impact of Teaching Social Determinants of Health on Professional Identity Formation in the Health Professions.” American Journal of Pharmaceutical Education, no. PMID: 37355032, 2022, p. 100544 , doi:10.1016/j.ajpe.2023.100544.
BibTeX Click to copy
@article{tarfa2022a,
title = {Impact of teaching social determinants of health on professional identity formation in the health professions},
year = {2022},
issue = {PMID: 37355032},
journal = {American Journal of Pharmaceutical Education},
pages = {100544 },
doi = {10.1016/j.ajpe.2023.100544},
author = {Tarfa, A. and Kjos, A. and Williams, M. R. and Jackson, L.}
}
The objective address the lack of methods for assessing learning on social determinants of health, particularly from a health systems perspective. Using a conceptual framework of professional identity formation applied across 3 professions (athletic training, occupational therapy, and pharmacy), the study aimed to describe students' level of professional identity when applying knowledge of structural factors' impact on health.
The analysis created a foundation for future pedagogical work in health care system-related structural learning outcomes within and between different health professions. Findings suggest that across professions, most first-year students demonstrated the ability to reconcile different perspectives and were in the early stages of aligning personal values with professional values. The use of reflection has the potential to assess professional identity formation among a range of health professional students.
The analysis created a foundation for future pedagogical work in health care system-related structural learning outcomes within and between different health professions. Findings suggest that across professions, most first-year students demonstrated the ability to reconcile different perspectives and were in the early stages of aligning personal values with professional values. The use of reflection has the potential to assess professional identity formation among a range of health professional students.
