A quantitative professionalism policy in a community pharmacy introductory pharmacy practice experience.

Objective: To determine whether implementing a quantitative professionalism policy would lead to improved behaviors in an introductory pharmacy practice experience (IPPE) and to evaluate students' attitudes about professionalism expectations in the IPPE.

Design: A policy using quantitative parameters for assessing unprofessional behaviors was developed and implemented in the community pharmacy IPPE after discrepancies were identified in the way professional expectations were assessed.

Assessment: The quantitative professionalism policy reduced the number of assignments submitted post deadline (p<0.05). There was no change in students' attitudes towards professional behaviors after the implementation of the policy.

Conclusion: The quantitative professionalism policy was effective in changing some of the students' professional behaviors in an IPPE.