Competencies for student leadership development in doctor of pharmacy curricula to assist curriculum committees and leadership instructors

OBJECTIVE

To assist curriculum committees and leadership instructors by gathering expert opinion to define student leadership development competencies for pharmacy curricula.

METHODS

Twenty-six leadership instructors participated in a 3-round, online, modified Delphi process to define competencies for student leadership development in pharmacy curricula. Round 1 asked open-ended questions about leadership knowledge, skills, and attitudes. Round 2 grouped responses for agreement rating and comment. Round 3 allowed rating and comment on competencies not yet meeting consensus, which was prospectively set at 80%.

RESULTS

Eleven competencies attained 80% consensus or higher and were grouped into 3 areas: leadership knowledge, personal leadership commitment, and leadership skill development. Connections to contemporary leadership development literature were outlined for each competency as a means of verifying the panel's work.

CONCLUSIONS

The leadership competencies will aid students in addressing: What is leadership? Who am I as a leader? What skills and abilities do I need to be effective? The competencies will help curriculum committees and leadership instructors to focus leadership development opportunities, identify learning assessments, and define program evaluation.

Reenvisioning assessment for the Academy and the Accreditation Council for Pharmacy Education's standards revision process

Assessment has become a major aspect of accreditation processes across all of higher education. As the Accreditation Council for Pharmacy Education (ACPE) plans a major revision to the standards for doctor of pharmacy (PharmD) education, an in-depth, scholarly review of the approaches and strategies for assessment in the PharmD program accreditation process is warranted. This paper provides 3 goals and 7 recommendations to strengthen assessment in accreditation standards. The goals include: (1) simplified standards with a focus on accountability and improvement, (2) institutionalization of assessment efforts; and (3) innovation in assessment. Evolving and shaping assessment practices is not the sole responsibility of the accreditation standards. Assessment requires commitment and dedication from individual faculty members, colleges and schools, and organizations supporting the college and schools, such as the American Association of Colleges of Pharmacy. Therefore, this paper also challenges the academy and its members to optimize assessment practices.

A consensus definition and core competencies for being an advocate for pharmacy

OBJECTIVE

To develop a consensus definition for "advocacy for the profession of pharmacy" and core competencies for doctor of pharmacy (PharmD) graduates to be effective advocates for the profession.

METHODS

A 3-round modified Delphi process was conducted using a panel of 9 experts. Participants revised a definition for "advocacy for the profession" and ultimately rated their agreement using a 5-point Likert scale. Competency statements were developed and subsequently rated for importance for being an advocate and importance to address in PharmD curricula.

RESULTS

A consensus-derived definition was developed. Two competency statements achieved consensus for both measures of importance. Four competency statements achieved consensus for only 1 measure and another 4 did not reach consensus for either measure.

CONCLUSION

A consensus-derived definition was developed describing advocacy for the profession of pharmacy and began laying the groundwork for the knowledge and skills necessary to be an effective advocate for the profession of pharmacy.

Investigating student pharmacist perceptions of professional engagement using a modified Delphi process

OBJECTIVE

To develop a definition of professional engagement, a list of professionally engaging and disengaging activities, and characteristics of those activities.

METHODS

A 2-round modified Delphi process was conducted using student pharmacists. The first round captured input while the second assessed agreement using a 5-point Likert scale.

RESULTS

A definition was created using the 3 items that reached consensus. All engaging characteristics reached consensus, and 25% (3/12) of the disengaging characteristics reached consensus. Lower rates of consensus were observed for activities, with 78% (7/9) of the professionally engaging and none of the disengaging activities reaching consensus.

CONCLUSION

The findings of this study have implications for creating professionally engaging learning experiences for student pharmacists and suggest that ensuring activities contain certain professionally engaging characteristics may be more important than the activities themselves.

Building a multi-institutional community of practice to foster assessment

This paper discusses the development of a multi-institutional community of practice that formed over 5 years. This community of practice was intentionally designed to support the evolution of student learning and programmatic assessment within member colleges and schools. Critical phases to the community's development are outlined, as well as its mission and goals. In addition, the community's contributions to faculty development and the scholarship of assessment are detailed. Success factors are discussed to assist others who may wish to initiate assessment-related collaborations across institutional borders. The community's vision for the future is also outlined.

Cross-validation of an instrument for measuring professionalism behaviors

OBJECTIVE

To cross-validate an instrument to measure behavioral aspects of professionalism in pharmacy students using a rating scale that minimizes ceiling effects.

METHODS

Seven institutions collaborated to create a 33-item assessment tool that included 5 domains of professionalism: (1) Reliability, Responsibility and Accountability; (2) Lifelong Learning and Adaptability; (3) Relationships with Others; (4) Upholding Principles of Integrity and Respect; and (5) Citizenship and Professional Engagement. Each item was rated based on 5 levels of competency which were aligned with a modified Miller's Taxonomy (Knows, Knows How, Shows, Shows How and Does, and Teaches).

RESULTS

Factor analyses confirmed the presence of 5 domains for professionalism. The factor analyses from the 7-school pilot study demonstrated that professionalism items were good fits within each of the 5 domains.

CONCLUSIONS

Based on a multi-institutional pilot study, data from the Professionalism Assessment Tool (PAT), provide evidence for internal validity and reliability. Use of the tool by external evaluators should be explored in future research.

Refinement of strengths instruction in a pharmacy curriculum over eight years

OBJECTIVE

To develop, refine, and integrate introductory-level strengths instruction within a doctor of pharmacy (PharmD) curriculum.

DESIGN

Over 8 years, student pharmacists completed the StrengthsFinder assessment tool and identified their top 5 Signature Themes (talents). They then participated in either Web-based learning modules or live workshops designed to facilitate professional development.

ASSESSMENT

Students preferred the live instruction over Web-based learning modules. Post-instruction evaluations demonstrated that students discussed their Signature Themes with peers, preceptors, and family members. Pharmacists working with students in strengths-related activities reported that the students applied the information in the practice setting. Both pharmacists and students recommended that this material be required for all students.

CONCLUSIONS

Identifying a role in pharmacy that aligns with one's personal talents is critical for the success of pharmacy graduates. Strengths instruction is an important component of professional and career development, and can aid in identifying roles.

Providing Health Care Service-learning Experiences for IPPE Credit

Service-learning (SL) provides an opportunity for students to learn personal and professional skills while providing a useful service to the community. Many pharmacy education programs use SL within their curriculum because of the benefits to the community, the faculty, the learning institution and the student(s). While SL has been used in schools/colleges of pharmacy for many years, SL that also fulfills IPPE requirements is newer. This paper seeks to promote the use of combined SL/IPPE experiences. It provides an example where students volunteered at federally qualified health centers and also reviews the ACPE Standards related to SL. Schools/colleges of pharmacy are encouraged to design mechanisms for students to participate in combined SL/IPPE experiences as part of their IPPE requirements.   Type: Idea Paper

Inviting Scholarship in Leadership in Pharmacy

Type: Invitation

Using personal strengths with intention in pharmacy: implications for pharmacists, managers, and leaders

BACKGROUND

The importance of allowing individuals to use their strengths in a work environment has been articulated through research focused on general audiences as well as by thought leaders within pharmacy. In particular, the work of Gallup has described how organizations that foster an environment in which employees frequently use their strengths achieve increased productivity, customer and employee satisfaction, and improved success at meeting goals. Despite acknowledging the importance of such an environment, little has been articulated in the pharmacy literature regarding how pharmacists can identify and apply their unique strengths within their profession.

OBJECTIVE

To provide an overview of the concept of individual strengths, the value of utilizing strengths in the profession, and the authors' experiences facilitating an awareness of this concept with student pharmacists, pharmacy residents, and pharmacists.

METHODS

Discovery and application of strengths has become a foundational theme in leadership development activities at the University of Minnesota College of Pharmacy. The learning process begins with building awareness and identifying individual talents using the Clifton StrengthsFinder Profile and reflecting on previous use of these talents. Throughout the activities, participants are encouraged to examine how professional experiences that correlate with their talents intersect and affect their knowledge and skills. Finally, participants are encouraged to utilize and maximize their talents in a team environment.

RESULTS

Experience has been gained delivering this educational process to 225 student pharmacists, 39 ambulatory care residents, and 22 practicing pharmacists. Participants have viewed this program favorably and articulated that utilization and growth of strengths is valuable to their career.

CONCLUSIONS

In order to achieve our potential as a profession, it is critical to identify and apply the strengths that individual pharmacists bring to their practice settings. The identification, understanding, and application of strengths have the potential to increase professional satisfaction, enhance leadership, and empower change that will evolve patient-centered care.

An online elective course for undergraduate students on common prescription medications

OBJECTIVES

To design, implement, and evaluate an online elective course on common prescription medications for undergraduate (pre- and non-health professional) students.

DESIGN

An 8-module online course on common prescription medications was designed following the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model and offered to students for 8 consecutive semesters.

ASSESSMENT

Following each offering, performance data were analyzed and a course review conducted, including evaluation of entrance survey data and course evaluations. Direct analysis of data over 2 offerings and grade distribution comparisons over all 8 offerings, demonstrated consistent knowledge gains. Feedback from course evaluations and a continual increase in enrollment over the 8 semesters indicated student satisfaction with the course.

CONCLUSION

Systematic design and quality assurance/improvement strategies resulted in the successful establishment of an online pharmacotherapy course for undergraduate, nonpharmacy students.

Student leadership retreat focusing on a commitment to excellence

OBJECTIVE

To design and evaluate a student leadership retreat focused on: leadership regardless of position or title, the need for passionate commitment to excellence, the importance of teamwork, and the value of self-reflection.

DESIGN

Students in their second, third, and fourth year of a doctor of pharmacy (PharmD) program were invited to participate in an off-campus leadership retreat that combined organized learning activities and social/networking opportunities. Retreat content utilized didactic, experiential, and self-directed learning activities.

ASSESSMENT

Forty-two students participated in the retreat and were surveyed pre- and post-retreat. A student-led group evaluation and course evaluations were also utilized. Responses on the post-retreat evaluation suggested an increased belief in their ability to influence change and an enhanced awareness of the role of self-reflection in creating excellence in the profession.

CONCLUSION

An off-campus overnight retreat has value in challenging student perceptions about leadership and promoting reflection on their personal role in leading change within the profession Continued exploration and development of this format is warranted for commitment to excellence programming and also for additional leadership topics and audiences.

A pharmacy course on leadership and leading change

OBJECTIVE

To develop and implement a course that develops pharmacy students' leadership skills and encourages them to become leaders within the profession.

DESIGN

A leadership course series was offered to pharmacy students on 2 campuses. The series incorporated didactic, experiential, and self-directed learning activities, and focused on developing core leadership skills, self-awareness, and awareness of the process for leading change.

ASSESSMENT

Students reported increased knowledge and confidence in their ability to initiate and lead efforts for change. The learning activities students' valued most were the StrengthsFinder assessment (67% of students rated "very useful") and a Leadership Networking Partners (LNP) program (83% of students rated "very useful").

CONCLUSION

Teaching leadership skills poses a significant challenge in curriculum development and requires multifaceted course design elements that resonate with students and engage the practice community. Addressing these requirements results in a high level of student engagement and a desire to continue the development of leadership skills.