Self-directed professional development: The pursuit of affective learning

The inconsistent professional socialization of students is a growing concer n among pharmacy educators. Numerous commission reports highlight the need for curricular reform designed to inculcate strong professional values. Stu dent-centered learning methods aimed at developing affective skills need to be integrated into the predominantly cognitive teaching practices that cur rently exist. A "self-directed professional development" (SPD) program was established that included three elements: (i) patient medication advocacy t hat promotes a service-oriented covenant between students and patients; (ii ) self-directed learning that prompts students to take responsibility for t heir own professional growth and develop lifelong learning habits; and (iii ) effective time management that provides students with the tools and motiv ation to manage multiple tasks. SPD was implemented in a six-week internal medicine rotation. Results after eight rotations demonstrated the benefit o f values-based, affective teaching methods. This program focused exclusivel y on an experiential training environment, but every component of a pharmac y curriculum should emphasize the development of sound professional values.