Motivating Language and Social Provisions in the Inculcation of Pharmacy Students’ Professional Identity

Abstract

Professional identity formation in pharmacy students is a multifaceted, dynamic process stimulated through a variety of experiences, including those in structured classrooms, laboratories, experiential settings, and during interprofessional education. Meaningful faculty communications with students are a critical element in the development process.This commentary situates research findings from studies on communication practices within the frameworks of motivating language theory and social provisions theory to demonstrate how specific language from instructors can impact the formation of students’ professional identity.Our objective is to review and extrapolate findings from professional pharmacy literature on communication, as well as literature from outside the profession, to demonstrate how specific strategies can aid in the development and reinforcement of pharmacy students’ professional identity.Clear, specific, tailored, empathetic communication by instructors during pharmacy student training promotes students’ ability to think, act, and feel like valued contributors during the provision of patient care and interprofessional experiences.