American journal of pharmaceutical education · 2026
BRIDGE as a Lens to Understand Professional Identity Formation in Pharmacy Students: A Scoping Review.
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Espinoza Suarez Nataly R, Benharira Aya, Ben Abdelkader Lilia, Ruel Marianne, Belisle Marilou, Tremblay Marie-Laurence
Аннотация
OBJECTIVES: Professional identity formation (PIF) is increasingly recognized as a core outcome of pharmacy education; however, little is known about how pharmacy students conceptualize what it means to be a pharmacist and the factors shaping this process. This scoping review aimed to map the literature on pharmacy students' perceptions of the pharmacist's professional role, identify factors influencing PIF, and develop an evidence-informed mnemonic to support professional identity formation in pharmacy education.
FINDINGS: A scoping review was conducted by a multidisciplinary team and reported in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyzes Extension for Scoping Reviews guidelines; studies on pharmacy students' professional identity, PIF, or perceptions of pharmacists' roles were included; 5 databases, Google Scholar, and gray literature were searched (2009-October 2024); studies were screened in duplicate; and data were synthesized using inductive thematic analysis. Our review included 22 peer-reviewed articles. Ten studies described pharmacy students' perceptions of pharmacists' roles: (1) Clinical Care and Therapeutic Expertise; (2) Public Health and Community Engagement; (3) Educational and Professional Development roles; (4) Managerial, Organizational, and Administrative roles; (5) Industrial, Scientific, and Innovation roles; and (6) Cultural Bridge and Diversity Broker roles; 12 studies informed students' PIF in 3 themes: (1) Inner Forces: Meaning, Symbols and Becoming; (2) Navigating Reality: Pressures, Tensions and Growth; and (3) Becoming Through Experience: Identity as Dynamic Construction.
SUMMARY: PIF in pharmacy students is shaped by personal, educational, and social forces. These findings informed the development of the BRIDGE mnemonic, illustrating how identity unfolds through the interplay of meaning, contextual challenges, and community engagement.
FINDINGS: A scoping review was conducted by a multidisciplinary team and reported in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyzes Extension for Scoping Reviews guidelines; studies on pharmacy students' professional identity, PIF, or perceptions of pharmacists' roles were included; 5 databases, Google Scholar, and gray literature were searched (2009-October 2024); studies were screened in duplicate; and data were synthesized using inductive thematic analysis. Our review included 22 peer-reviewed articles. Ten studies described pharmacy students' perceptions of pharmacists' roles: (1) Clinical Care and Therapeutic Expertise; (2) Public Health and Community Engagement; (3) Educational and Professional Development roles; (4) Managerial, Organizational, and Administrative roles; (5) Industrial, Scientific, and Innovation roles; and (6) Cultural Bridge and Diversity Broker roles; 12 studies informed students' PIF in 3 themes: (1) Inner Forces: Meaning, Symbols and Becoming; (2) Navigating Reality: Pressures, Tensions and Growth; and (3) Becoming Through Experience: Identity as Dynamic Construction.
SUMMARY: PIF in pharmacy students is shaped by personal, educational, and social forces. These findings informed the development of the BRIDGE mnemonic, illustrating how identity unfolds through the interplay of meaning, contextual challenges, and community engagement.