[21,22] Hence, as the students progress through their studies, acquire experience and enter the real world of practice, their level of idealism and optimism, which was acquired at the beginning of the training,

declines as they are confronted with unmet expectations.[23] A typical example is where a student has been taught in school about effective counselling of patients but is discouraged from doing this in a busy pharmacy on the grounds that lengthy advice to patients will lead to a loss of business. Another example is a situation where employers and managers (who are frequently non-pharmacists) use targets to compel pharmacists and their staff to sell or stock non-pharmacy products such as alcohol or cigarettes or deliver services such as medicines use reviews (MURs) when this might not be

Pexidartinib needed by the patient. Also, the over-reliance of many UK pharmacy schools on non-pharmacist lecturers in the teaching and professional development of pharmacy students can enhance these ‘mixed Bortezomib price messages’. In addition, there could also be situations where pharmacist tutors or practitioners have engaged in unethical behaviours and expect students/pre-registration pharmacists (interns) to do the same. Overseas, notably the USA and Canada, many pharmacy schools prepare students for their initial

education in professional experience through the holding of a ‘white-coat ceremony’. Although this ceremony is hardly ever performed in UK pharmacy schools, it has been noted that ‘the white coat has become a symbol to patients and colleagues, that the person wearing it will behave in a professional Buspirone HCl manner’.[24] The white-coat ceremony is, therefore, pharmacy students’ first exposure to the concept of professionalism. Other activities performed in overseas pharmacy schools but not popular in UK pharmacy schools, but found to be beneficial in developing students’ and pharmacists’ professionalism, include the Oath of a Pharmacist and the Pledge of Professionalism.[5] In addition, continuing education, volunteering services and professional activities are also important in developing professionalism in future pharmacists. Concerning volunteering services, practising pharmacists and future pharmacists could be encouraged by their professional bodies and/or pharmacy schools to help in activities such as fundraising, donations, research, campaigning and advocacy, through charitable organisations for example.