It takes a village: Supporting professional identity formation in Canadian pharmacy schools' curricula

PURPOSE: Canadian accreditation standards require pharmacy curricula to support professional identity formation (PIF)-the transformative process of becoming a pharmacist. A thorough understanding of pharmacy schools' approaches to teaching PIF is not well understood, and guidance for educators for curricular development is limited. Study objectives were to describe current PIF teaching and learning approaches, and to outline future plans to incorporate PIF into Canadian pharmacy curricula. METHODS: From May to September 2024, online, semi-structured focus groups were conducted with 51 faculty members representing diverse curricular streams from all 11 Canadian pharmacy programs. Transcripts were analyzed using inductive coding and thematic analysis to identify emerging themes regarding PIF implementation. RESULTS: Three main themes related to PIF teaching and learning in pharmacy curricula were identified: PIF emphasis within the pharmacy curriculum, PIF perspectives and misconceptions, and aspirations for PIF teaching. While participants described many activities supporting PIF, particularly through experiential education, reflection, and role modeling, integration is largely episodic and implicit. Findings revealed persistent misconceptions that may impact PIF integration, as well as future aspirations for teaching, faculty and preceptor development and curriculum planning. CONCLUSION: Canadian pharmacy programs currently rely more on a "hidden curriculum" to support PIF. To move forward, programs should transition toward a more explicit, theory-driven, and longitudinal approach that supports students through critical transitions and cognitive dissonance essential to PIF. Findings support inter-institutional collaboration to share approaches and develop learning materials. Additionally, the research process itself is a catalyst for change by prompting reflection and dialogue among educators.