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Shah N, Shah N, Rabab UE, Tariq H, Ayaz S, Fahim T. Assessing emergency room leadership of ObGyn residents in a public university teaching hospital of Sindh, Pakistan: a cross-sectional survey. BMC MEDICAL EDUCATION 2024; 24:1001. [PMID: 39272035 PMCID: PMC11401368 DOI: 10.1186/s12909-024-05984-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2024] [Accepted: 09/03/2024] [Indexed: 09/15/2024]
Abstract
BACKGROUND Leadership is a critical competency for medical professionals, yet it is often neglected in medical training. For ObGyn residents, leadership training is particularly crucial as it significantly impacts both maternal and newborn outcomes, as well as the operational efficiency of healthcare teams. The main objective of this study was to assess the perceptions of obstetrics and gynecology residents who served as group leaders in the emergency team at the Department of Gynecology, Ward 3, Dr. Ruth K.M. Pfau Civil Hospital Karachi. METHODS A Cross-sectional survey was conducted with purposively sampled 28 year-4 residents who worked as group leaders during last 3 years (from 2018 to 2020) of their residency program at the emergency team in the department of Gynecology Ward 3 Dr Ruth KM Pfau Civil Hospital Karachi. The perceptions on leadership were assessed on 25 items scale sent through a questionnaire on email. Grading of responses was done using a 4-point ordinal scale where 1 meant little importance and 4 was regarded as having great importance. Data was summarized with relevant descriptive statistics and was analyzed on SPSS version 22. RESULTS The mean age of residents was 30.36. The mean leadership scores of the group of residents were calculated to be 77.50 (SD ± 9.57) while 14(50%) residents showed good and 14 (50%) showed excellent leadership skills based on cumulative scores. Of the 25 traits examined in this study, the highest reported trait was humility 3.82 (± 0.39) followed by empowerment 3.68 (± 0.77) and effective communication 3.68 (± 0.77). While responding about learning experiences, 89.3% of participants felt that the experience enhanced their decision-making skills and boosted their confidence in dealing with emergencies. CONCLUSION Our study highlights the critical importance of leadership development in the training of ObGyn residents, particularly in high-pressure emergency settings. The findings reveal that residents value leadership traits such as humility, empowerment, and effective communication, which are essential for building teamwork and ensuring optimal patient outcomes and patient satisfaction.
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Affiliation(s)
- Nusrat Shah
- Vice- Chancellor-Shaheed Mohtarma Benazir Bhutto Medical University, Larkana, Pakistan
| | - Nighat Shah
- Jinnah Postgraduate Medical Center, Karachi, Pakistan
| | - Umm-E Rabab
- Liaquat National Medical College, Karachi, Pakistan
| | - Hira Tariq
- Department of Community Health Sciences, Aga Khan University, Karachi, Pakistan.
| | - Samina Ayaz
- Jinnah Postgraduate Medical Center, Karachi, Pakistan
| | - Tanzila Fahim
- Jinnah Postgraduate Medical Center, Karachi, Pakistan
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Fierke KK, Newman K, Chesnut R, Neely S, Medina MS. Exploring Pharmacy Students' Leadership Styles Using the 5 Voices Assessment. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:101256. [PMID: 39089629 DOI: 10.1016/j.ajpe.2024.101256] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2024] [Revised: 07/26/2024] [Accepted: 07/27/2024] [Indexed: 08/04/2024]
Abstract
OBJECTIVE Leadership development assessments are a critical component of student pharmacists' understanding and development of effective team strategies. METHODS The 5 Voices tool, developed by GiANT Worldwide, was incorporated into the leadership curriculum across 2 colleges of pharmacies for second-year Doctor of Pharmacy (PharmD) students. One public land-grant institution administers the assessment in the fall semester during a 2-h class session as part of a leadership elective leadership course and a private liberal arts institution distributes the 5 Voices assessment to all students during a 1-h spring semester required course. RESULTS Responses from 456 PharmD students were included in the analysis, with 159 (34.9%) and 297 (65.1%) coming from the University of Minnesota and Drake University, respectively. Overall, 49.1% of PharmD students had nurturer as their foundational (first) voice. No differences were found in the distribution of first voices between institutions. The PharmD data are higher than the nurturer population-level average (43%). CONCLUSION Introducing students to the 5 Voices assessment provides an opportunity for them to gain a better understanding of what they can contribute to a team. In addition, because nurturer is a dominant voice, this understanding can help provide appreciation for other voices necessary for team development.
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Affiliation(s)
| | - Kate Newman
- Southern Illinois University Edwardsville School of Pharmacy, USA
| | - Renae Chesnut
- Drake University College of Pharmacy & Health Sciences, USA
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Jin HK, Kim E. Factors Affecting Leadership in Pharmacy Students: A Nationwide Survey. J Healthc Leadersh 2024; 16:213-225. [PMID: 38911350 PMCID: PMC11192148 DOI: 10.2147/jhl.s459865] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2024] [Accepted: 06/04/2024] [Indexed: 06/25/2024] Open
Abstract
Purpose Leadership is increasingly becoming a priority in the forms of higher education associated with the Fourth Industrial Revolution; however, few studies have examined it in the context of pharmacy education. This study investigated the levels of communication competence, critical thinking disposition, problem-solving ability, and leadership of pharmacy students, and identified factors related to leadership. Methods This study was conducted using a nationwide cross-sectional online survey with a self-administered questionnaire. A total of 416 third-to-sixth-year pharmacy students from all 35 pharmacy schools in South Korea, completed the survey from September 1 to 15, 2019. Data were analyzed using descriptive statistics, t-tests, Pearson's correlations, and multiple regression analysis. We verified construct validity by performing an exploratory factor analysis. Results The pharmacy students revealed a moderate level of communication skills, critical thinking disposition, problem-solving ability, and leadership. Significant positive correlations were found among communication competence (r=0.724, p<0.001), critical thinking disposition (r=0.615, p<0.001), problem-solving ability (r=0.599, p<0.001), and leadership. After adjustment for control variables, communication competence (β=0.319, p<0.001) was found to be the most significant predictor of leadership (F=104.12, p<0.001, R2=0.756). Conclusion This study showed that the students' leadership was influenced by their competence in communicating effectively, thinking critically, and solving problems. Pharmacy educators should acknowledge and implement innovative curriculum and assessment approaches in preparing pharmacy students for their professional paths.
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Affiliation(s)
- Hye Kyung Jin
- Research Institute of Pharmaceutical Sciences, College of Pharmacy, Chung-Ang University, Seoul, South Korea
- Department of Psychology, Seoul National University, Seoul, South Korea
- Data Science, Evidence-Based and Clinical Research Laboratory, Department of Health, Social, and Clinical Pharmacy, College of Pharmacy, Chung-Ang University, Seoul, South Korea
| | - Eunyoung Kim
- Research Institute of Pharmaceutical Sciences, College of Pharmacy, Chung-Ang University, Seoul, South Korea
- Data Science, Evidence-Based and Clinical Research Laboratory, Department of Health, Social, and Clinical Pharmacy, College of Pharmacy, Chung-Ang University, Seoul, South Korea
- Division of Licensing of Medicines and Regulatory Science, The Graduate School of Pharmaceutical Management, and Regulatory Science Policy, The Graduate School of Pharmaceutical Regulatory Sciences, Chung-Ang University, Seoul, South Korea
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Thobani A, Anwar M. Leadership Development in Pharmacy Students: A Literature Review. Can J Hosp Pharm 2024; 77:e3496. [PMID: 38868320 PMCID: PMC11146301 DOI: 10.4212/cjhp.3496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2023] [Accepted: 01/17/2024] [Indexed: 06/14/2024]
Abstract
Background A deeper understanding of leadership competencies and development of these competencies in pharmacy students are essential to enable future pharmacists to take a more advanced role in patient care and serve as interdisciplinary team members and leaders. Such efforts are also needed to help guide succession planning. Objective To identify and describe the competencies and experiences involved in leadership development for pharmacy students. Data Sources A literature review was conducted using the MEDLINE, PubMed, and Google Scholar databases (from inception to November 2023), as well as syllabi from pharmacy leadership courses. Study Selection and Data Extraction Articles discussing leadership competencies in a health care setting and during pharmacy education and training were included. Competencies and experiences related to leadership development were extracted and organized into categories, with each category given a single descriptor. Data Synthesis A total of 34 resources were included in the analysis, which revealed the following 7 leadership competencies: leadership knowledge, self-awareness, collaboration, leading change, business skills, systems thinking, and lifelong learning. Conclusions Pharmacy students can develop their leadership abilities through a variety of experiences and activities aligned with the core leadership competencies identified here. Pharmacy schools in Canada can design and offer leadership placements to help enhance students' leadership skills. This study has highlighted activities that may help prepare pharmacy students for leadership roles in the changing landscape of pharmacy practice.
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Affiliation(s)
- Alimah Thobani
- , MPharm, PharmD, is a Consultant Pharmacist based in Calgary, Alberta
| | - Maria Anwar
- , BScPharm, MBA, ACPR, ACC, was, at the time this review was conducted, a Clinical Practice Leader with Pharmacy Services and Senior Design Consultant with the Design Lab, Alberta Health Services, Calgary, Alberta. She is now an Alzheimer's Ecosystem Manager (AEM) with Eli Lilly Canada Inc., based in Calgary, Alberta
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Al-Diery T, Atweh S, Odeh M. Empowering early career pharmacists: Unleashing non-clinical competencies through pharmacy residency. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:411-421. [PMID: 38594173 DOI: 10.1016/j.cptl.2024.03.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2024] [Revised: 03/28/2024] [Accepted: 03/31/2024] [Indexed: 04/11/2024]
Abstract
INTRODUCTION Pharmacy residency programs traditionally prioritize clinical skills development. However, non-clinical competencies, such as leadership, conducting education, and innovation, are now emerging as pivotal factors in propelling pharmacists toward excellence in practice. The extent to which these non-clinical skills are effectively fostered by residency programs remains unclear. This study aims to explore how residency programs propel the development of crucial non-clinical competencies such as leadership, conducting education, and innovation. METHODS Pharmacists who completed a pharmacy residency program and their preceptors from a tertiary teaching hospital took part in semi-structured interviews. Thematic analysis, employing an inductive approach and aided by NVivo software, was used to identify recurrent themes in the interview responses. RESULTS Competency development was shaped by four key themes: system-dependent facilitators, system-dependent barriers, individual resident attitudes, and pharmacy department influences. The structure of the residency program was perceived to strongly support competency development in conducting education. The impact on the leadership and innovation competencies development was comparatively lesser. CONCLUSION Pharmacy residency is perceived as effective in supporting non-clinical competency development when there is a clear structured framework with objectives and guidance for pre-defined activities and tasks known to support competency development. Ambiguity and a lack of standardized guidance in developing specific competencies were identified as factors that diminish their relevance for both residents and preceptors. To enhance residency programs, it is essential to establish clear frameworks, with pre-defined objectives and activities known to support competency development and supplement them with the necessary skills-building courses where appropriate.
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Affiliation(s)
- Tarik Al-Diery
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar.
| | - Stephanie Atweh
- Department of Clinical Pharmacy and Pharmacy Practice, Faculty of Pharmaceutical Sciences, The Hashemite University, P.O. Box 330127, Zarqa 13133, Jordan.
| | - Mohanad Odeh
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar.
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Ali M, Alsreaya A, Alqarzi A, Alzahrani Y, Alhomood I, Alruhaimi A, Hijri A, Mobarki A, Najie M, Mashyakhi M, Bajawi A. Exploring the effectiveness of pharmacy curriculum in Saudi Arabia in developing leadership skills among pharmacy students from their perspective: A mixed-methods study. Saudi Pharm J 2024; 32:101995. [PMID: 38405043 PMCID: PMC10891323 DOI: 10.1016/j.jsps.2024.101995] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2023] [Accepted: 02/14/2024] [Indexed: 02/27/2024] Open
Abstract
Introduction Leadership is an important component of pharmacy education. This study helps identify the strengths and limitations of the pharmacy curriculum in developing leadership skills among pharmacy students in Saudi Arabia and suggest how to improve the curriculum to better prepare them to become effective leaders in the healthcare profession. Methods This study employed a mixed-methods research design with a sequential exploratory design. Phase I involved semi-structured interviews with student leaders of pharmacy student clubs/societies from different universities in Saudi Arabia. Interviews were recorded and transcribed verbatim. The written transcriptions were analyzed using thematic analysis. Phase II used a survey questionnaire to collect data from a larger sample of pharmacy students and interns from different universities in Saudi Arabia and the data is mainly presented as frequencies and percentages. Results Eleven eligible participants were interviewed. Thematic analysis generated 288 codes which were categorized into 17 subthemes. These subthemes were further categorized into five overarching themes: Leadership development and acquisition; Skills and characteristics of effective leaders; Challenge and support for student leaders; Personal growth and benefits of leadership; Vision, goals and responsibilities of student leaders. The findings informed the development of the survey questionnaire which was completed by 484 students/interns. Mixed opinions were received regarding whether the pharmacy curriculum/program is helping or has helped the respondents develop leadership skills as well as whether the college has provided (or is providing) adequate support, resources or opportunities for the development of leadership skills. Eighty-eight per cent of the participants requested that the pharmacy curriculum in their college should include more courses or workshops focused on leadership development. They favoured several options from the listed topics to be included in these courses or workshops of which effective communication was the most prominent. Conclusion This study highlights that pharmacy curriculum/colleges in Saudi Arabia promote essential leadership skills through various pedagogical approaches and support mechanisms to some extent. However, the students identified that the pharmacy curriculum needs to be revised in order to better prepare them for leadership positions.
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Affiliation(s)
- Majid Ali
- Department of Basic Sciences, College of Medicine, Sulaiman Al-Rajhi University, Al-Bukayriyah, Saudi Arabia
| | - Aseel Alsreaya
- Pharmaceutical Care Administration, Armed Forces Hospital Southern Region, Khamis Mushait, Saudi Arabia
| | - Abdulrahman Alqarzi
- Pharmaceutical Care Administration, Armed Forces Hospital Southern Region, Khamis Mushait, Saudi Arabia
| | - Yazeed Alzahrani
- Pharmaceutical Care Administration, Armed Forces Hospital Southern Region, Khamis Mushait, Saudi Arabia
| | - Ibrahim Alhomood
- Pharmaceutical Care Administration, Armed Forces Hospital Southern Region, Khamis Mushait, Saudi Arabia
| | - Abdulaziz Alruhaimi
- College of Pharmacy, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
| | - Abdulrahman Hijri
- Pharmacy Practice Research Unit, College of Pharmacy, Jazan University, Jazan, Saudi Arabia
| | - Ahmed Mobarki
- Pharmacy Practice Research Unit, College of Pharmacy, Jazan University, Jazan, Saudi Arabia
| | - Mohammed Najie
- Pharmacy Practice Research Unit, College of Pharmacy, Jazan University, Jazan, Saudi Arabia
| | - Mohammed Mashyakhi
- Pharmaceutical Care Administration, Najran Armed Forces Hospital, Najran, Saudi Arabia
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Corder M, Isch J, Ades RS. Implementation and evaluation of a learner-driven leadership initiative for pharmacy students and pharmacy residents. Innov Pharm 2024; 15:10.24926/iip.v15i1.5767. [PMID: 38779107 PMCID: PMC11107968 DOI: 10.24926/iip.v15i1.5767] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/25/2024] Open
Abstract
Introduction: Leadership training is a crucial component of the pharmacy education curriculum. The Accreditation Council for Pharmacy Education (ACPE) emphasizes and encourages the use of different leadership initiatives, and universities employ tactics with varying levels of success to implement these initiatives. "Leadership theory" debates if leadership can be learned or if it is a natural-born skill. This article explores learned leadership and describes a small study deployed to different levels of pharmacy learners to foster leadership confidence and self-awareness. Educational Context and Methods: Second- and third-year didactic students in a leadership elective, voluntary fourth-year Advanced Pharmacy Practice Experience (APPE) students on an ambulatory care rotation, and first postgraduate year (PGY1) pharmacy residents were included in this initiative. Each cohort facilitated a leadership book club discussion and completed professional development activities over the course of their experience. Learners' perspectives on leadership were surveyed utilizing a pre-post survey study, administered prior to beginning the initiative and after completing the initiative. Findings and Discussion: Results demonstrated learners' perceived confidence and self-awareness in their leadership skills increased from pre-survey to post-survey. Evaluation of qualitative responses exhibited that participants found value in adding more leadership development to their pharmacy training. Most participants noted leadership book discussion facilitation as the most valuable part of the initiative and posited they would utilize skills gained through these discussions nearly every day in their careers. Results suggest PGY1 pharmacy residents showed the most significant increase in their scores from pre- to post-study, while didactic students showed the least significant increase. Implications: Our findings suggest learner-driven leadership initiatives, specifically learner-facilitated book club discussions, are beneficial to incorporate into both didactic and experiential coursework. Implementation of these discussions could be applied in many aspects of the curriculum with minimal resources and a reasonable expectation of perceived benefit to student leadership development.
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Hampton AC, Ogbonna KC, Pontinha VM, Holdford D. Leadership development in health professions. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:132-143. [PMID: 38171980 DOI: 10.1016/j.cptl.2023.12.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Revised: 09/26/2023] [Accepted: 12/18/2023] [Indexed: 01/05/2024]
Abstract
BACKGROUND AND PURPOSE Despite changing clinical care dynamics, health professions education has been slow in addressing gaps in leadership development as teaching and assessment of clinical care-related knowledge, skills, and attitudes remain central across curricula. While accreditation standards across health professions programs acknowledge the importance of leadership development within curricula, it remains an underrepresented aspect of health professions training. EDUCATIONAL ACTIVITY AND SETTING Given the varied approach to leadership training, we set out to develop a tailored approach to leadership development that integrated the Center for the Advancement of Pharmacy Education (CAPE) outcomes and was based on self-awareness, skill-building, and application. This pilot included three cohorts of doctor of pharmacy students and measured their knowledge, skills, and self-awareness as they progressed through this year-long program. It also measured leadership competency attainment using a pre- and post-assessment in one cohort. FINDINGS Participant satisfaction was assessed using session and program evaluations, while self-perception of growth and leadership competency attainment was assessed using a survey that was administered before and after program participation. Participants found the program to be beneficial in meeting stated objectives and in creating a conducive learning environment. Results of the pre- and post-assessment indicated growth in all dimensions of self-perception of knowledge, skills, and self-awareness, as well as attainment of leadership competency personal leadership commitment and leadership knowledge. SUMMARY Offering co-curricular leadership development programs based on CAPE outcomes and leadership competencies provided students with the opportunity to develop leadership skills and acquire knowledge needed to be effective healthcare leaders.
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Affiliation(s)
- Alena C Hampton
- Academic Affairs and Student Success, Rehabilitation Counseling, Virginia Commonwealth University, College of Health Professions, 900 E. Leigh Street, P.O. Box 980233, Richmond, VA, United States.
| | - Kelechi C Ogbonna
- Virginia Commonwealth University School of Pharmacy, 410 N 12th Street, P.O. Box 980581, Richmond, VA 23298-0533, United States.
| | - Vasco M Pontinha
- Department of Pharmacotherapy & Outcomes Science, Virginia Commonwealth University School of Pharmacy, United States.
| | - David Holdford
- Department of Pharmacotherapy & Outcomes Science, International Programs, Virginia Commonwealth University School of Pharmacy, United States.
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Murry LT, Reed BN, Witry MJ. An Exploratory Qualitative Study of Student Pharmacist Perspectives on Leadership. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100658. [PMID: 38266870 DOI: 10.1016/j.ajpe.2024.100658] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 12/28/2023] [Accepted: 01/16/2024] [Indexed: 01/26/2024]
Abstract
OBJECTIVES The objectives of this study were to (1) explore student pharmacists' knowledge and perceptions of leadership characteristics and behaviors, and (2) identify where students have opportunities to observe and exhibit leadership. METHODS Data were collected from 32 students participating in a pharmacy leadership elective. Students submitted reflections about leadership definitions, characteristics, observations of leadership, and times when they felt like a leader. An inductive constant comparative analysis was used to code and categorize text segments from the reflections using NVivo 1.7.1 (Lumivero; Denver, CO). Holistic consideration of the reflections was used to identify an overarching theme. RESULTS Three categories were specified to organize the data from the qualitative analysis: (1) Leader Characteristics, (2) Leading Behaviors, and (3) Leadership Contexts. One overarching theme was proposed encompassing the categories and sub-categories: Leadership Contradictions. The theme is based on the finding that students seemed able to identify leadership characteristics but emphasized descriptions like holding titles and completing managerial or task-focused duties, suggesting contradictions between conceptual understanding of leadership and leadership behaviors. CONCLUSION The contradictions between students' conceptual understanding of leadership and what they offered as examples of how and where leadership was observed or applied to practice suggest additional activities and experiences may be warranted to help students appreciate that leadership extends beyond formal roles and demonstrates the ability to influence and support the achievement of shared goals of a team. Additionally, a multi-modal approach may enhance leadership assessment.
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Affiliation(s)
- Logan T Murry
- The University of Iowa College of Pharmacy, Iowa City, IA, USA; Accreditation Council for Pharmacy Education, Chicago, IL, USA.
| | - Brent N Reed
- University of North Carolina at Charlotte, Charlotte, NC, USA
| | - Matthew J Witry
- The University of Iowa College of Pharmacy, Iowa City, IA, USA
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Murry LT, Murry JS, Pick A, Witry MJ. A Qualitative Exploration of ACPE Standard 4 Key Elements From the Perspective of Student Pharmacists. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100581. [PMID: 37517524 DOI: 10.1016/j.ajpe.2023.100581] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Revised: 07/09/2023] [Accepted: 07/27/2023] [Indexed: 08/01/2023]
Abstract
OBJECTIVE Attitudes and skills reflecting the Accreditation Council for Pharmacy Education Standard 4 (ACPE-S4) remain an important component of pharmacy education. The objectives of this study were (1) explore student perspectives on the importance of ACPE-S4 key elements, and (2) identify experiences that students described as supporting ACPE-S4 attitude and skill development. METHODS This was a qualitative study using focus groups and dyadic interviews with student pharmacists to collect data on ACPE-S4 key element importance and skill acquisition. A general inductive qualitative approach was used to analyze data, with 2 study authors independently reviewing all transcripts and assigning codes to text segments. Authors then met to discuss coding, iteratively organize coded segments into categories and subcategories, and select representative quotes. RESULTS Overall, 3 focus groups and 3 dyadic interviews were conducted with a total of 20 students. Students ranked professionalism and self-awareness as the 2 most important key elements. From qualitative analysis, 4 categories and 10 subcategories of educational activities, programs, and experiences were identified as follows: Mentorship (Identifying a Mentor, Formal Mentorship Programs), Curriculum (Practice Lab, Professional Development Course, Interprofessional Education, Experiential Education), Cocurriculum (Organizational Involvement, Volunteer Hours), and Opportunities Outside Academic Setting (Work, Conferences, and Innovative Pharmacy Practices). CONCLUSION Participants articulated several opportunities for developing the skills and attitudes reflecting ACPE-S4 key elements. Incorporating student input into ACPE-S4 attitude and skill development may help pharmacy programs consider how to design, refine, and implement initiatives and experiences to help students develop skills across ACPE-S4 focus areas.
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Affiliation(s)
- Logan T Murry
- University of Iowa, College of Pharmacy, Iowa City, IA, USA; Accreditation Council for Pharmacy Education, Chicago, IL, USA.
| | - Janice S Murry
- University of Nebraska Medical Center, College of Pharmacy, Omaha, NE, USA
| | - Amy Pick
- University of Nebraska Medical Center, College of Pharmacy, Omaha, NE, USA
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Malhotra A, Moultry AM, Martin TS, Franklin CJ, Yarbrough T, Hughes J. A Critical Appraisal of Educational Theory to Examine HBCU and Black Students' Professional Identity Formation. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100547. [PMID: 37336325 DOI: 10.1016/j.ajpe.2023.100547] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2022] [Revised: 06/10/2023] [Accepted: 06/15/2023] [Indexed: 06/21/2023]
Abstract
OBJECTIVES This article explores educational theories and existing literature that describe the impact of Historically Black College or University (HBCU) educational environments on Black students' personal and professional development. Literature on professional identity formation (PIF) in pharmacy education is also examined to describe the influence of HBCU pharmacy education on Black pharmacy students' PIF. FINDINGS Tinto's theory of student retention, Arroyo and Gasman's HBCU educational framework, and Bank's theory of multicultural education are described, as key elements of HBCU education that foster PIF in minoritized student populations. Each of the 3 models addresses professional identity traits associated with pharmacists and pharmacy students, and this review examines the role of HBCU education in Black Doctor of Pharmacy students' development of academic competence, leadership, professional communication, and advocacy. SUMMARY Existing educational frameworks and models of student retention can be applied to promote student growth, psychological safety, and feelings of belonging in minoritized student populations. By engaging these models, pharmacy training environments can support Black students and other minoritized student populations as they develop their own professional identities in the pursuit of fulfilling careers.
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Affiliation(s)
| | - Aisha Morris Moultry
- Texas Southern University, College of Pharmacy and Health Sciences, Houston, TX, USA
| | - Tonya S Martin
- Florida A&M University, College of Pharmacy and Pharmaceutical Sciences, Tallahassee, FL, USA
| | | | - Tracy Yarbrough
- University of California - Davis, School of Medicine, Sacramento, CA, USA
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Eddy E, Gubbins PO, Cillessen L. Future leaders in pharmacy (FLIP): Student perceptions of leadership development within pharmacy school. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:943-949. [PMID: 37718220 DOI: 10.1016/j.cptl.2023.09.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2023] [Revised: 07/28/2023] [Accepted: 09/07/2023] [Indexed: 09/19/2023]
Abstract
INTRODUCTION This study evaluated the perceptions of student pharmacists in their final year regarding leadership development and feelings of preparedness to assume their first leadership role after graduation. METHODS This research was conducted using an anonymous, researcher developed, online instrument distributed to 21 institutions across the United States for students in their final semester. Data collected included demographics, the availability/benefit of leadership development activities, and perceptions of leadership skills a pharmacist needs. Student pharmacists' perceptions of their own leadership development and feelings of preparedness to be a leader upon graduation were also analyzed using descriptive statistics. RESULTS Seventy-two percent of respondents agreed or strongly agreed that they felt prepared to assume their first leadership role after graduation. Students agreed (91.4%) that their school/college of pharmacy (S/COP) offered enough leadership development opportunities; however, common opportunities were not always identified as the most beneficial. Those most beneficial to student pharmacists' growth were in extracurriculars and experiential learning. Least beneficial were advocacy related activities and self-reflection. CONCLUSIONS The majority of respondents felt they were prepared to be a leader in their first professional role. Student pharmacists did not perceive certain common activities related to advocacy and self-reflection as beneficial to their growth. S/COPs should explore strategies to improve such leadership development opportunities.
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Affiliation(s)
- Emily Eddy
- Texas Tech Jerry H. Hodge School of Pharmacy, 5920 Forest Park Rd, Dallas, TX 75235, United States.
| | - Paul O Gubbins
- University of Missouri-Kansas City School of Pharmacy, 327 West Mill St., Springfield, MO 65806, United States.
| | - Lisa Cillessen
- University of Missouri-Kansas City School of Pharmacy, 327 West Mill St., Springfield, MO 65806, United States.
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Erstad BL, Youmans SL, Crismon ML. Navigating the Path to Careers in Academic Pharmacy Administration. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100046. [PMID: 37714664 DOI: 10.1016/j.ajpe.2022.09.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Revised: 09/01/2022] [Accepted: 09/07/2022] [Indexed: 09/17/2023]
Abstract
The purpose of this commentary is to discuss the qualifications, responsibilities, and keys to success for pharmacy faculty considering a department (or division) chair (head) or dean (including assistant or associate dean) position. The perspectives are those of a department chair, vice dean, and past dean of colleges of pharmacy with extensive experience in pharmacy administration. The qualifications for these administrative positions vary by institution, particularly with respect to the institution's focus on research. Because the dean is the chief executive officer of a college of pharmacy, previous administrative experience is almost always a basic requirement for the position. For associate/assistant deans and department chairs, previous experience as a faculty member is a typical minimum requirement and may include experience as a department vice chair or director of a unit within the department or division. The dean has a fiduciary duty to university administration, as well as to other external and internal stakeholders, to educate and graduate competent pharmacists and to operate within budget. Associate/assistant deans often have responsibility for specific functions of the college, such as student or professional affairs, and it is common for deans to delegate authority, responsibility, and accountability to associate/assistant deans. Department chairs have a unique perspective with respect to college activities because they must not only think about the "big picture" when considering issues with other college administrators but must oversee the implementation and monitoring of strategic initiatives through the faculty and staff who report to them.
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Affiliation(s)
- Brian L Erstad
- Department of Pharmacy Practice & Science, University of Arizona R. Ken Coit College of Pharmacy, Tucson, Arizona, USA.
| | - Sharon L Youmans
- University of California San Francisco School of Pharmacy, San Francisco, CA, USA
| | - M Lynn Crismon
- College of Pharmacy, The University of Texas, Austin, TX, USA
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Murry LT, Murry JS, Witry MJ, Pick A. Perspectives of Professionalism, Self-Awareness, Leadership, and Innovation and Entrepreneurship From Experiential Education Preceptors. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100106. [PMID: 37597904 DOI: 10.1016/j.ajpe.2023.100106] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Revised: 12/13/2022] [Accepted: 12/17/2022] [Indexed: 08/21/2023]
Abstract
OBJECTIVE The objectives of this study were to (1) quantify the perceived importance of and comfort with the Accreditation Council for Pharmacy Education Standard 4 (ACPE-S4) key elements, (2) describe how preceptors promote and assess key elements, and (3) describe preceptor perceptions of student key element skill demonstration. METHODS This study used a cross-sectional electronic survey to assess experiential education preceptors' perceptions of ACPE-S4 key elements. The survey consisted of 2 item categories, with 5 and 15 items included to collect information on preceptor demographics and ACPE-S4 key elements, respectively. Surveys were distributed to 451 introductory and advanced rotation preceptors. Frequencies and means were reported for quantitative survey items, open-ended survey responses were analyzed using a general interpretivist approach. RESULTS In total, 242 surveys were completed for a response rate of 54%. Most respondents identified as female (54.5%) and precepted community pharmacy rotations (28.5%). ACPE-S4 key elements, in order of most to least important, were professionalism, self-awareness, leadership, and innovation and entrepreneurship. Respondents varied in their conceptualization of key elements, with multiple activities used for skill demonstration and assessments. Qualitative analysis identified 2 themes: "Variation in preceptor fluency with S4 key elements" and "Communication as a means to demonstrate and evaluate ACPE-S4 key element skills." CONCLUSION Variation among preceptors in conceptualization, learning activities, and comfort in assessment for ACPE-S4 key elements highlights the need for support and resources to assist preceptors in developing activities and assessments for skills reflective of ACPE-S4 key elements. Preceptors commonly relied on vulnerable communication with students to assess key element skills, identifying a potential target for assessment and preceptor development. Pharmacy programs, in addition to the Academy, could benefit from using assessments already offered by preceptors. Finally, explicit evaluation criteria may help to guide skill acquisition and facilitate consistent assessment of key element skills.
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Affiliation(s)
- Logan T Murry
- The University of Iowa College of Pharmacy, Department of Pharmacy Practice, Iowa City, IA, USA.
| | - Janice S Murry
- The University of Nebraska Medical Center College of Public Health, Academic Affairs Office of the Dean, Omaha, NE, USA
| | - Matthew J Witry
- The University of Iowa College of Pharmacy, Department of Pharmacy Practice, Iowa City, IA, USA
| | - Amy Pick
- The University of Nebraska Medical Center College of Pharmacy, Department of Pharmacy Practice and Science, Omaha, NE, USA; The University of Nebraska Medical Center College of Pharmacy, Office of Experiential Education, Omaha, NE, USA
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Chamoun N, Ramia E, Sacre H, Haddad M, Haddad C, Hajj A, Namnoum J, Zeenny RM, Iskandar K, Akel M, Salameh P. Validation of the specialized competency framework for pharmacists in hospital settings (SCF-PHS): a cross-sectional study. J Pharm Policy Pract 2023; 16:86. [PMID: 37430355 DOI: 10.1186/s40545-023-00592-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Accepted: 06/26/2023] [Indexed: 07/12/2023] Open
Abstract
OBJECTIVES This study aimed to validate the content of the specialized competency frameworks for pharmacists working in hospital settings (hospital and clinical pharmacists) and pilot the frameworks for practice assessment. METHODS This online cross-sectional study was carried out between March and October 2022 among a sample of 96 Lebanese pharmacists working in hospital settings. The frameworks were distributed to full-time hospital and clinical pharmacists, who filled them out according to their role in the hospital. RESULTS Overall, the competencies were distributed over five domains for hospital pharmacists (fundamental skills, safe and rational use of medicines, patient-centered care, professional skills, and preparedness for emergencies), while for clinical pharmacists, competencies were distributed over seven domains (quality improvement, clinical knowledge and skills, soft skills, ability to conduct clinical research, ability to provide effective education, use information technology to make decisions and reduce errors, and emergency preparedness). Moreover, Cronbach alpha values were appropriate, indicating sufficient to high internal consistency. Pharmacists were highly confident in most competencies, with some exceptions related to research in emergency settings (data evaluation, research, and reporting). CONCLUSIONS This study could validate competency frameworks for clinical and hospital pharmacists, with the competencies and their respective behaviors showing an adequate construct analysis. It also identified the domains that require further development, i.e., soft skills and research in emergency settings. Both these domains are timely and needed to overcome the current practice challenges in Lebanon.
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Affiliation(s)
- Nibal Chamoun
- Department of Pharmacy Practice, Lebanese American University School of Pharmacy, Byblos, Lebanon
| | - Elsy Ramia
- Department of Pharmacy Practice, Lebanese American University School of Pharmacy, Byblos, Lebanon
| | - Hala Sacre
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon
- Drug Information Center, Order of Pharmacists of Lebanon, Beirut, Lebanon
| | - Mansour Haddad
- Faculty of Pharmacy, Yarmouk University, Irbid, 21163, Jordan
| | - Chadia Haddad
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon.
- School of Medicine, Lebanese American University, Byblos, Lebanon.
- Research Department, Psychiatric Hospital of the Cross, P.O. Box 60096, Jal Eddib, Lebanon.
- School of Health Sciences, Modern University for Business and Science, Beirut, Lebanon.
| | - Aline Hajj
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon
- Laboratoire de Pharmacologie, Pharmacie Clinique et Contrôle de Qualité des Médicament (LPCQM), Faculty of Pharmacy, Saint Joseph University of Beirut, Beirut, Lebanon
- Faculté de Pharmacie, Université Laval, Quebec, Canada
- Oncology Division, CHU de Québec Université Laval Research Center, Quebec, Canada
| | - Joya Namnoum
- Methodology and Statistics in Biomedical Research Unit, Faculty of Medicine, Paris-Saclay University, Kremlin-Bicêtre, Paris, France
| | - Rony M Zeenny
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon
- Department of Pharmacy, American University of Beirut Medical Center, Beirut, Lebanon
| | - Katia Iskandar
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon
- School of Pharmacy, Lebanese International University, Beirut, Lebanon
- Faculty of Pharmacy, Lebanese University, Hadat, Lebanon
| | - Marwan Akel
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon
- School of Pharmacy, Lebanese International University, Beirut, Lebanon
- School of Education, Lebanese International University, Beirut, Lebanon
| | - Pascale Salameh
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon
- School of Medicine, Lebanese American University, Byblos, Lebanon
- Faculty of Pharmacy, Lebanese University, Hadat, Lebanon
- Department of Primary Care and Population Health, University of Nicosia Medical School, 2417, Nicosia, Cyprus
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Sakr F, Akel M, Sacre H, Haddad C, Tawil S, Safwan J, Hajj A, Zeenny RM, Iskandar K, Salameh P. The specialized competency framework for community pharmacists (SCF-CP) in Lebanon: validation and evaluation of the revised version. J Pharm Policy Pract 2023; 16:77. [PMID: 37344915 DOI: 10.1186/s40545-023-00585-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Accepted: 06/13/2023] [Indexed: 06/23/2023] Open
Abstract
BACKGROUND In the absence of similar studies in Lebanon, this study aimed at upgrading and validating the Lebanese specialized competencies framework for community pharmacists (SCF-CP) as a tool to transform community practice and support the professional development and career progression of community pharmacists. METHODS Content validity was assessed and improved through a team of experts. After a thorough literature review and utilizing the Delphi technique, six domains were defined in the framework, with their respective competencies and behaviors. A cross-sectional study was then carried out from March to October 2022 using an online questionnaire created on Google Forms. The snowball technique was applied to reach community pharmacists across all the Lebanese governorates. RESULTS The final sample included 512 community pharmacists. The construct validity of the framework was confirmed by factor analysis. The Kaiser-Meyer-Olkin measures of sampling adequacy were satisfactory for all models ranging from 0.500 to 0.956 with a significant Bartlett's test of sphericity (P < 0.001). The internal consistency of all competency domains was confirmed by Cronbach's alpha, with values ranging from 0.803 to 0.953. All competencies were significantly correlated with their respective domains (P < 0.001), and all domains were significantly correlated with each other and with the framework (P < 0.001). The participants declared being competent in all domains relating to fundamental skills, safe and rational use of medicines, pharmacy management, professional skills, public health fundamentals, and emergency preparedness and response, with some exceptions, such as compounding, management, and emergency preparedness. A higher declared competency level was associated with having more experience and receiving more than 50 patients per day. CONCLUSION Our findings could demonstrate that the Lebanese specialized competency framework is a valid and reliable tool. This framework could help assess the minimum competencies that community pharmacists should possess or acquire and direct initial and continuing education for better practice. Hence, it could be adopted by the authorities and implemented in the Lebanese community pharmacy setting.
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Affiliation(s)
- Fouad Sakr
- School of Pharmacy, Lebanese International University, Beirut, Lebanon.
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique Et de Toxicologie-Liban), Beirut, Lebanon.
| | - Marwan Akel
- School of Pharmacy, Lebanese International University, Beirut, Lebanon
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique Et de Toxicologie-Liban), Beirut, Lebanon
- School of Education, Lebanese International University, Beirut, Lebanon
| | - Hala Sacre
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique Et de Toxicologie-Liban), Beirut, Lebanon
| | - Chadia Haddad
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique Et de Toxicologie-Liban), Beirut, Lebanon
- Gilbert and Rose-Marie Chagoury School of Medicine, Lebanese American University, Byblos, Lebanon
- School of Health Sciences, Modern University of Business and Science, Beirut, Lebanon
- Research Department, Psychiatric Hospital of the Cross, Jal El Dib, Lebanon
| | - Samah Tawil
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique Et de Toxicologie-Liban), Beirut, Lebanon
- Gilbert and Rose-Marie Chagoury School of Medicine, Lebanese American University, Byblos, Lebanon
| | - Jihan Safwan
- School of Pharmacy, Lebanese International University, Beirut, Lebanon
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique Et de Toxicologie-Liban), Beirut, Lebanon
| | - Aline Hajj
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique Et de Toxicologie-Liban), Beirut, Lebanon
- Laboratoire de Pharmacologie, Faculty of Pharmacy, Pharmacie Clinique et Contrôle de Qualité Des Médicament (LPCQM), Saint Joseph University of Beirut, Beirut, Lebanon
- Faculté de Pharmacie, Université Laval, Québec, Canada
- Oncology Division, CHU de Québec Université Laval Research Center, Québec, Canada
| | - Rony M Zeenny
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique Et de Toxicologie-Liban), Beirut, Lebanon
- Department of Pharmacy, American University of Beirut Medical Center, Beirut, Lebanon
| | - Katia Iskandar
- School of Pharmacy, Lebanese International University, Beirut, Lebanon
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique Et de Toxicologie-Liban), Beirut, Lebanon
- Faculty of Pharmacy, Lebanese University, Hadat, Lebanon
| | - Pascale Salameh
- INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique Et de Toxicologie-Liban), Beirut, Lebanon
- Gilbert and Rose-Marie Chagoury School of Medicine, Lebanese American University, Byblos, Lebanon
- Faculty of Pharmacy, Lebanese University, Hadat, Lebanon
- University of Nicosia Medical School, Nicosia, Cyprus
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Lee JK, Collins B, Pepper E, Alvarez NA, Warholak T. Improving a Leadership Scale: Applying Rasch Analysis to Student Pharmacists' Attitudes and Beliefs About Leadership. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100063. [PMID: 37316138 DOI: 10.1016/j.ajpe.2023.100063] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 10/31/2022] [Accepted: 11/06/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVE Leadership development is necessary for student pharmacists to become pharmacist leaders, but no readily usable standard measurement of student attitudes toward and beliefs about leadership exists. To assess the reliability and validity evidence for using the Leadership Attitudes and Beliefs Scale (LABS-III), originally developed and validated in Malaysia, for use with student pharmacists in the United States. METHODS The 2-unit leadership course was piloted among second- and third-year students in a public college of pharmacy with a 4-year doctor of pharmacy curriculum. The participating students completed the LABS-III during the first and last classes as part of a quality improvement measure for course enhancement. Rasch analysis was then used to assess the reliability and validity evidence for the LABS-III. RESULTS A total of 24 students participated in the pilot course. The pre and postcourse surveys had 100% and 92% response rates, respectively. After Rasch analysis model fit was achieved, the item separation for the 14 nonextreme items was 2.19 with an item reliability of 0.83. The person separation index was 2.16 with a person reliability of 0.82. CONCLUSION The Rasch analysis revealed that the number of LABS-III items should be decreased and that the 3-point response scale should be used to improve functionality and use in classroom settings for PharmD students in the United States. Further research is needed to augment the reliability and validity evidence of the modified instrument for use at other United States colleges of pharmacy.
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Affiliation(s)
- Jeannie K Lee
- Student Services, R. Ken Coit College of Pharmacy, The University of Arizona, Tucson, AZ, USA
| | - Barb Collins
- Student Services, R. Ken Coit College of Pharmacy, The University of Arizona, Tucson, AZ, USA
| | - Elizabeth Pepper
- Biological Sciences Graduate Program, University of Maryland, College Park, MD, USA
| | - Nancy A Alvarez
- Academic and Professional Affairs, R. Ken Coit College of Pharmacy, Phoenix Campus, The University of Arizona, Phoenix, AZ, USA
| | - Terri Warholak
- Academic and Professional Affairs, R. Ken Coit College of Pharmacy, Phoenix Campus, The University of Arizona, Phoenix, AZ, USA; St. Louis College of Pharmacy, University of Health Sciences & Pharmacy, St Louis, MO, USA.
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Cole JD, Ballou JM, DeClue A, Ruble MJ, Noble M, Euler M, Jennings BT. The Impact of Leadership Program Formatting on Perceived Development Within Pharmacy Cohorts. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe9005. [PMID: 36202421 PMCID: PMC10159540 DOI: 10.5688/ajpe9005] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2021] [Accepted: 05/22/2022] [Indexed: 05/06/2023]
Abstract
Objective. To assess the impact of variable leadership development program formats on perceived participant growth.Methods. In 2020, the Phi Lambda Sigma national office began offering national Leader Academies to members, while University of South Florida Health Taneja College of Pharmacy simultaneously offered a Leader Academy program to its Phi Lambda Sigma students. Both programs used virtual leadership development tools from GiANT Worldwide, but differed in meeting frequency, content focus, and participant diversity. A 17-question pre- and postsurvey was developed from the Emotional Intelligence Leadership Inventory. Descriptive and inferential statistics were used to compare the cohorts.Results. Twenty-two respondents in the national cohort (66.7% response rate) and 15 in the single-institution cohort (100% response rate) were included. There was more diversity in age, ethnicity, and previous education in the national cohort. Significant improvements in perceived growth were noted in almost all areas. The only decrease noted was the national cohort response to "I strive to improve myself." The overall change in mean response values was generally higher for the single-institution cohort. Qualitative data supported these results and showed more notable references to emotional intelligence in the national cohorts (∼50%) as compared to the single-institution cohort (<25%).Conclusion. Study results suggest that participation in a longitudinal leadership development program, regardless of cohort format, leads to perceived participant improvement in three categories. However, perceived benefit within each of these categories may vary depending on the cohort. Future studies are needed to further evaluate specific leadership arenas and validate the leadership assessment tool.
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Affiliation(s)
- Jaclyn D Cole
- University of South Florida Taneja College of Pharmacy, Tampa, Florida
| | | | - Anthony DeClue
- Medical University of South Carolina College of Pharmacy, Charleston, South Carolina
| | - Melissa J Ruble
- University of South Florida Taneja College of Pharmacy, Tampa, Florida
| | - Melissa Noble
- University of South Florida Taneja College of Pharmacy, Tampa, Florida
| | - Mary Euler
- WVU School of Pharmacy. Morgantown, West Virginia
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Bajis D, Al-Haqan A, Mhlaba S, Bruno A, Bader L, Bates I. An evidence-led review of the FIP global competency framework for early career pharmacists training and development. Res Social Adm Pharm 2023; 19:445-456. [PMID: 36446714 DOI: 10.1016/j.sapharm.2022.11.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Revised: 11/16/2022] [Accepted: 11/22/2022] [Indexed: 11/24/2022]
Abstract
BACKGROUND The International Pharmaceutical Federation (FIP) Global Competency Framework (GbCF) for early career pharmacists is an evidence-driven guide for pharmacist professional development. First published in 2012, the FIP GbCFv1 contains a structured assembly of competencies for pharmacists in four broad areas: pharmaceutical public health; pharmaceutical care; organisation and management; and professional/personal. FIP is committed to support the advancement of pharmacy around the world, and in light with the expansion of the type of services that pharmacists may provide to their patients and the advances in technology and therapeutics, revising and updating the GbCF is imperative. OBJECTIVE The aim of this project was to revise and update the first published iteration of the FIP GbCFv1 (2012) to ensure currency and continued relevance. METHODS This is a qualitative study that employed four rounds E-Delphi method. A group of international experts (n = 29) was convened to revise the GbCFv1 through an iterative approach with repeated and synchronised rounds of analysis and revision focusing on the currency of the competency areas and associated behavioural statements. The revision was conducted between January to August 2020. RESULTS The number of behavioural statements increased from 100 to 124 behavioural statements, with 23 competency domains, but remain structured within the competency clusters. Three new competencies were added to the GbCF (emergency response, digital literacy, and interprofessional collaboration) and one competency was renamed from self-management to leadership and self-regulation. CONCLUSIONS The process undertaken to revise the GbCFv1 are described, resulting in a valid and transnationally relevant GbCFv2. In the GbCFv2, the number of competencies and associated behavioural statements increased due to important additions including emergency response, digital literacy, interprofessional collaboration and an expansion of leadership and self-regulation. This process provides an assurance of relevancy and currency for a 'fit for purpose' early career competency development framework for global implementation.
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Affiliation(s)
- Dalia Bajis
- International Pharmaceutical Federation, the Netherlands.
| | - Asmaa Al-Haqan
- Pharmacy Practice Department, College of Pharmacy, Kuwait University, Kuwait
| | - Shepard Mhlaba
- Drug and Toxicology Information Services, University of Zimbabwe, Zimbabwe
| | - Andreia Bruno
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, Australia
| | - Lina Bader
- International Pharmaceutical Federation, the Netherlands
| | - Ian Bates
- International Pharmaceutical Federation, the Netherlands; Department of Practice and Policy, School of Pharmacy, University College London, London, United Kingdom
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Leadership Styles and Innovation Management: What Is the Role of Human Capital? ADMINISTRATIVE SCIENCES 2023. [DOI: 10.3390/admsci13020047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/10/2023] Open
Abstract
Leadership styles and human capital are important drivers of innovation processes. The way the leader interacts with the organization members can pre-empt or leverage innovation processes as leaders influence, empower and motivate other individuals in the achievement of their goals. Human capital is an important driver of innovation and competitiveness, as it will shape the uniqueness of the company as well as the process to obtain skills, capabilities, knowledge and expertise. As such, the main objectives of the paper are to analyze the impact of leadership styles on the innovation process and also to address the moderation effect of the human capital on the previous relation. Four leadership styles—autocratic, transactional, democratic, and transformational—were considered to measure their impacts on the innovation process, considering the alternative types of innovations. The 2018 Community Innovation Survey (CIS) database was used, encompassing Portuguese data, covering the 2016–2018 period, with a sample of 13702 firms. In regard to the empirical part, first, an exploratory analysis was run to better understand the connection between the leadership styles and the innovative strategies followed by an econometric estimation encompassing 28 logit models to disentangle the specific impacts of each leader on each innovation type. Evidence proves that autocratic and transactional leadership styles have a negative impact on innovation and transformational and democratic leadership impact innovation positively. Furthermore, human capital was found to moderate the relationship between leadership styles and the innovation process; i.e., under the same leadership style, the presence of additional skills leverages innovative propensity. The paper brings relevant insights for both managers and policymakers, highlighting that innovation will be accelerated if firms implement more participatory (democratic and transformational) leadership styles and also if they invest in competences to promote knowledge internalization and share. All in all, participatory leadership combined with the internal skills is proved to be an efficient combination for innovation to take place; as such, policy instruments must promote the coexistence of these two factors.
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Forsyth P, Radley A, Marra F, Roberts D, Sehrawat M, Aiello M, Brown J, Rauchhaus P, Doherty S, Parsons R, Oakley J, Bond C, Roberts S. Are UK pharmacists ready for consultant-level practice? A cross-sectional survey of self-assessed development needs. INTERNATIONAL JOURNAL OF PHARMACY PRACTICE 2022; 30:559-566. [PMID: 36047534 DOI: 10.1093/ijpp/riac070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Accepted: 08/10/2022] [Indexed: 01/26/2023]
Abstract
OBJECTIVES The four nations of the United Kingdom (UK) have endorsed a new curriculum and credentialing process for consultant pharmacists. This study aimed to measure the self-reported consultant-level practice development needs of pharmacists across the UK. METHODS The study was a cross-sectional electronic survey. Inclusion criteria were: pharmacists registered to practice with the General Pharmaceutical Council; working in any professional sector across the UK; and self-identifying as already working at an advanced level of practice or in an advanced pharmacist role. Participants were asked to rate their confidence that their current practice aligns to the level described in the Royal Pharmaceutical Society Consultant Pharmacist curriculum on a 5-point Likert scale. Predictors of overall confidence with the whole curriculum were analysed using binomial regression. KEY FINDINGS Nine hundred and forty-four pharmacists participated. Median age was 42 years; 72.6% were female. Research skills and strategic leadership skills had low self-reported confidence. Patient-Centred Care and Collaboration was the domain with the highest reported confidence. 10.2% (96/944) of participants self-reported confidence across the whole curriculum. The strongest predictors of overall confidence across the curriculum were advanced clinical practitioner qualification, research qualifications and self-identifying as a specialist. Increasing age and male gender also predicted confidence. White ethnicity and having an independent prescribing qualification negatively predicted confidence. CONCLUSION A small minority of pharmacists self-reported confidence across the whole curriculum. A planned approach to develop research skills across the career spectrum, coupled with better identification of workplace-based experiential strategic leadership opportunities, may help deliver a larger cohort of 'consultant-ready' pharmacists.
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Affiliation(s)
- Paul Forsyth
- Pharmacy Services, NHS Greater Glasgow & Clyde, Glasgow, UK
| | - Andrew Radley
- Department of Public Health Pharmacy, NHS Tayside, Dundee, UK
| | - Fiona Marra
- Pharmacy Services, NHS Greater Glasgow & Clyde, Glasgow, UK.,Scottish Infection and Immunology Network (SPAIIN), NHS Scotland, Glasgow, UK
| | - Debra Roberts
- Programme Development and Advanced Practice, NHS Wales Health Education and Improvement Wales (HEIW), Nantgarw, UK
| | - Michele Sehrawat
- Programme Development and Advanced Practice, NHS Wales Health Education and Improvement Wales (HEIW), Nantgarw, UK
| | - Matthew Aiello
- National Programme for Pharmacy, Health Education England (HEE), London, UK
| | - Jane Brown
- School of Pharmacy and Medicines Optimisation, Health Education England North West, Manchester, UK
| | - Petra Rauchhaus
- Tayside Clinical Trials Unit, University of Dundee, Dundee, UK
| | | | | | | | - Christine Bond
- The Institute of Applied Health Sciences, Centre of Academic Primary Care, University of Aberdeen, Aberdeen, UK
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Sariem CN, Nwizu U, Malhotra J. Developing a Leadership and Practice Advancement Training Curriculum for Intern Pharmacists in Nigeria Using the ADDIE Model. Innov Pharm 2022; 13:10.24926/iip.v13i2.4531. [PMID: 36654717 PMCID: PMC9836762 DOI: 10.24926/iip.v13i2.4531] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023] Open
Abstract
The Problem: Leadership and clinical-pharmacy advancement training are lacking during post-graduate pharmacy internships in Nigeria. Objective: To design and develop a leadership and clinical-pharmacy advancement training curriculum for intern pharmacists. Innovation: The curriculum was designed to include leadership development, process improvement, and project management, with a culminating capstone project, using the analysis, design, development, implementation, and evaluation (ADDIE) model. Twelve intern-pharmacists were selected representing three pharmacy schools and four hospitals in Nigeria. Baseline assessments included previous exposure to module topics, beliefs, and level of comfort with module skills. Findings: The leadership curriculum was developed and tested on 12 intern pharmacists. Their average age±SD was 23.4±1.9 years and 7(58.3%) of the participants were males. The participants had received previous training in leadership (33.3%), project management (16.7%), and process improvement (16.7%). In addition, 91.6% believed intern pharmacists could be leaders in advancing clinical pharmacy practice. Conclusion: The leadership and clinical-pharmacy advancement training curriculum was designed and developed using the ADDIE model for intern-pharmacists, who were highly prepared.
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Affiliation(s)
- Comfort Nanbam Sariem
- Department of Clinical Pharmacy and Pharmacy Practice, Faculty of Pharmaceutical Sciences, University of Jos, Jos, Nigeria,Corresponding author: Comfort Nanbam Sariem Department of Clinical Pharmacy and Pharmacy Practice Faculty of Pharmaceutical Sciences, University of Jos, Jos Nigeria PMB 2084 Phone: 2347038660501;
| | - Ucheoma Nwizu
- Pharmacy Department, Neighborhood Health Center Canby and Milwaukie Clinics, Oregon, USA
| | - Jodie Malhotra
- Department of Clinical Pharmacy, University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Colorado, USA
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Kaufman EK, Stedman NL. Moving graduate and professional education forward to develop leaders equipped to effectively address wicked problems. New Dir Stud Leadersh 2022; 2022:9-18. [PMID: 36565146 PMCID: PMC10108222 DOI: 10.1002/yd.20526] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
The modern era's wicked problems create an impending need to develop leaders through graduate education, professional degree programs, and campus-wide efforts. Shifts to leadership-as-practice and an eco-leadership discourse may help transform leadership education and surface new signature pedagogies for the professions. How might the current reality drive leadership educators toward collaborative learning that aligns with these frameworks?
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Affiliation(s)
- Eric K Kaufman
- Department of Agricultural, Leadership and Community Education, Virginia Tech, Blacksburg, Virginia, USA
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Leal LA, Silva AT, Ignácio DS, Soares MI, Ribeiro NM, Henriques SH. Educational strategy to develop nursing students' management competencies in hospital practice. Rev Bras Enferm 2022; 75:e20210928. [PMID: 35766757 DOI: 10.1590/0034-7167-2021-0928] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Accepted: 04/21/2021] [Indexed: 09/03/2023] Open
Abstract
OBJECTIVES to apply and analyze an educational strategy to develop management skills in nursing students to work in hospital practice. METHODS exploratory, intervention, qualitative study conducted from February 2020 to 2021. Fifty-four nursing students from a public higher education institution participated in this study, in which thirteen workshops were held to discuss management cases. Subsequently, semi-structured interviews were conducted using inductive thematic analysis. RESULTS the case studies addressed the management competencies of communication, decision making, leadership, and interpersonal relationships. After the intervention, the strategy was evaluated through interviews, identifying positive aspects regarding knowledge acquisition; and other limiting aspects, such as limited time to discuss the cases. FINAL CONSIDERATIONS the workshops proved to be effective as teaching strategies for students, adding new management knowledge that should help their performance as future nurses, capable of reflection, and the subjects of knowledge construction for the professional practice of nursing.
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DeVolld T, DiPietro Mager N, Ernst K, Parker K, Komandt M, Meadows A, Aronson BD. Management, entrepreneurship, continuing professional development, and leadership education in United States doctor of pharmacy curricula: A scoping review. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:798-808. [PMID: 35809912 DOI: 10.1016/j.cptl.2022.06.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2021] [Revised: 03/01/2022] [Accepted: 06/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND As doctor of pharmacy (PharmD) curricula must fulfill accreditation standards emphasizing managerial skills, entrepreneurship, continuing professional development (CPD), and leadership, there is interest among faculty to incorporate high-quality, evidence-based educational strategies. To date there has not been a comprehensive review of these four topics in one paper; therefore, we aimed to describe the landscape of the published literature and areas for future research. METHODS A keyword search of Academic Search Complete/Premier and OvidMedline databases identified articles published between 1 January 2000 and 31 December 2020. Inclusion criteria included primary, peer-reviewed literature describing the implementation and evaluation of teaching methodologies on aspects of management, entrepreneurship, CPD, or leadership in United States PharmD programs. Titles and abstracts were screened for inclusion. Key information regarding instructional design and assessment were retrieved to develop narrative summaries of activities and outcomes and to chart the student year of study, sample size, mode of delivery (didactic/experiential/co-curricular), type of experience (required/optional), and learning activity. RESULTS Thirty-five articles met inclusion criteria and were categorized: management (n = 12), entrepreneurship (n = 2), CPD (n = 7), and leadership (n = 14). The articles provided example activities that faculty across the country can consider implementing. Identified gaps included a focus on episodic and/or optional experiences and a relative lack of objective and longitudinal assessment practices. IMPLICATIONS This review describes educational methodologies for management, entrepreneurship, CPD, and leadership that can be replicated or adapted. Additional reports of innovative educational practices assessed through valid and reliable methods are needed.
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Affiliation(s)
- Trate DeVolld
- Ohio Northern University Raabe College of Pharmacy, 525 S. Main St., Ada, OH 45810, United States.
| | - Natalie DiPietro Mager
- Pharmacy Practice, Ohio Northern University Raabe College of Pharmacy, 525 S. Main St., Ada, OH 45810, United States.
| | - Kevin Ernst
- Business Management and Entrepreneurship, Ohio Northern University Dicke College of Business, 525 S. Main St., Ada, OH 45810, United States.
| | - Kyle Parker
- Pharmacy Practice, Ohio Northern University Raabe College of Pharmacy, 525 S. Main St., Ada, OH 45810, United States.
| | - Mary Komandt
- PGY2 Community Pharmacy Administration and Leadership/MBA Resident, Johns Hopkins Home Care Group, 5901 Holabird Ave, Unit A, Baltimore, MD 21224, United States.
| | - Avery Meadows
- Staff Pharmacist, CVS Pharmacy, 535 Delaware Ave., Marion, OH 43302, United States.
| | - Benjamin D Aronson
- Pharmacy Practice, Ohio Northern University Raabe College of Pharmacy, 525 S. Main St., Ada, OH 45810, United States.
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Seow HY, Wu MHL, Mohan M, Mamat NHB, Kutzsche HE, Pau A. The effect of transactional analysis training on emotional intelligence in health professions students. BMC MEDICAL EDUCATION 2022; 22:383. [PMID: 35590318 PMCID: PMC9121543 DOI: 10.1186/s12909-022-03455-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Accepted: 05/12/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Emotional intelligence (EI) is considered to present a significant predictor of work performance whereas Transactional analysis (TA) is the relational perspective in communication in managing emotions. We evaluated the effect of psycho-educational training in EI and TA (TEITA) on EI among health professions undergraduates, with post-training, and at 1-month follow-up. METHODS A total of 34 participants participated in the study where 17 participants were in the TEITA group and another 17 were in the control group. A quasi-experimental non-randomised, controlled cohort study was conducted, in which participants in the TEITA group were introduced to EI and TA concepts on a weekly basis for four weeks, at 90 min each time, and provided with opportunities for experiential sharing of emotions and coping mechanisms experienced in the previous week. Both TEITA and control groups received weekly EI and TA reading materials. All completed the 16-item Wong and Law EI Scale at baseline and post-training. The training group also completed the questionnaire at a 1-month follow-up. Wilcoxon Signed Ranks and Mann Whitney tests were used to analyse within a group and between group changes in EI scores. RESULTS Baseline EI scores in the TEITA group were lower than the control group. On completion of TEITA, EI scores in the TEITA group increased, and differences were not detected between groups. Within the TEITA group, paired increases in all domains were statistically significant, whereas, in the control group, the paired increase was only detected in the domain addressing regulations of emotion (ROE). Pre to post-training increases in EI scores were statically significantly greater in TEITA compared to control groups. At the 1-month follow-up, EI scores were sustained. CONCLUSION The psycho-educational training based on EI and TA is effective in enhancing EI among health professions undergraduates. Future research should investigate the effect of such training on observable inter-personal and socio-economic behaviours.
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Affiliation(s)
- Hui Yean Seow
- Private Dental Practitioner, Kuala Lumpur, Malaysia
- School of Dentistry, International Medical University, Bukit Jalil, Kuala Lumpur, Malaysia
| | - Mabel Huey Lu Wu
- Private Dental Practitioner, Kuala Lumpur, Malaysia
- School of Dentistry, International Medical University, Bukit Jalil, Kuala Lumpur, Malaysia
| | - Mandakini Mohan
- School of Dentistry, International Medical University, Bukit Jalil, Kuala Lumpur, Malaysia.
| | | | - Hildegunn Ellinor Kutzsche
- IMU Clinical Skills and Simulation Centre, International Medical University, Kuala Lumpur, Malaysia
- Norwegian Women's Public Health Association, Oslo, Norway
| | - Allan Pau
- School of Dentistry, International Medical University, Bukit Jalil, Kuala Lumpur, Malaysia
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Ali R, Alnaimi SJ, Abdulrhim S, Mraiche F. Developing Leadership Skills in Pharmacy Education. MEDICAL SCIENCE EDUCATOR 2022; 32:533-538. [PMID: 35528291 PMCID: PMC9054970 DOI: 10.1007/s40670-022-01532-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/03/2022] [Indexed: 06/14/2023]
Abstract
Leadership could refer to holding official leadership positions or advocating for patients and the profession. Different pharmacy organizations recommend the inclusion of leadership development in pharmacy education and as such some pharmacy schools have introduced courses or various initiatives which support the development of leadership skills. In this commentary, we discuss means by which various pharmacy schools incorporate ways to develop leadership skills. This commentary also addresses the competencies used to assess leadership skills in pharmacy education. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-022-01532-x.
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Affiliation(s)
- Raja Ali
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | | | - Sara Abdulrhim
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Fatima Mraiche
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
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Al‐Diery T, Page AT, Johnson JL, Walker S, Sandulache D, Wilby KJ. Evidence for the development of skills for education, leadership and innovation through experiential‐based foundational pharmacy residency programs: a narrative review. JOURNAL OF PHARMACY PRACTICE AND RESEARCH 2022. [DOI: 10.1002/jppr.1804] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Tarik Al‐Diery
- Pharmacy Department Alfred Health Melbourne Australia
- School of Pharmacy University of Otago Dunedin New Zealand
| | - Amy Theresa Page
- Pharmacy Department Alfred Health Melbourne Australia
- Centre for Medicine Use and Safety Clayton Monash University Clayton Australia
| | - Jacinta Lee Johnson
- UniSA Clinical and Health Sciences University of South Australia Adelaide Australia
- SA Health SA Pharmacy Adelaide Australia
| | - Steven Walker
- Pharmacy Department Alfred Health Melbourne Australia
| | | | - Kyle John Wilby
- College of Pharmacy, Faculty of Health Dalhousie University Halifax Nova Scotia Canada
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Prescott WA. Ascending the Levels of Leadership in Pharmacy Academia. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:ajpe8763. [PMID: 34301589 PMCID: PMC8887055 DOI: 10.5688/ajpe8763] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Accepted: 06/21/2021] [Indexed: 06/13/2023]
Abstract
The influence of a leader depends on their position, the quality of their relationships with those they are striving to lead, what they have done for the organization, what they have done for their colleagues, and who they are and what they represent. Strong academic leaders who continually refine their leadership style can advance through the levels of leadership: position, permission, production, people development, and ultimately, personhood. To do so, one must build relationships, invest in others, and center activities on serving the needs of the people, the organization, and key partners. This necessitates approaching the situation with a strategic question: "How can administrators, faculty/staff, students, alumni, and site leadership work together in a way that encourages both individual and collective success?" In the end, we, as leaders, should strive to positively impact our profession, our organization, and the lives of those we have been entrusted to lead: ascending the levels of leadership helps us do just that.
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Affiliation(s)
- William A Prescott
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
- Member, Editorial Advisory Board, American Journal of Pharmaceutical Education, Arlington, Virginia
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Leal LA, Silva AT, Ignácio DS, Soares MI, Ribeiro NM, Henriques SH. Estratégia educativa para desenvolver competências gerenciais em estudantes de Enfermagem para atuação hospitalar. Rev Bras Enferm 2022. [DOI: 10.1590/0034-7167-2021-0928pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/26/2023] Open
Abstract
RESUMO Objetivos: aplicar e analisar estratégia educativa para desenvolver competências gerenciais em discentes de Enfermagem para atuação hospitalar. Métodos: estudo exploratório, de intervenção, com abordagem qualitativa, realizado de fevereiro de 2020 a 2021. Participaram 54 discentes de Enfermagem de uma instituição de ensino superior pública. Aplicaram-se 13 oficinas de discussão com discentes sobre casos gerenciais. Posteriormente, realizaram-se entrevistas semiestruturadas. Utilizou-se análise temática indutiva. Resultados: os estudos de caso abordaram as competências gerenciais de comunicação, tomada de decisão, liderança e relacionamento interpessoal. Após intervenção, realizou-se mediante entrevistas avaliação da estratégia utilizada, em que foram identificados aspectos positivos quanto a aquisição de conhecimentos; e outros limitantes, como tempo limitado para discussão dos casos. Considerações Finais: as oficinas mostraram-se eficazes como estratégias de ensino aos discentes, agregando novos saberes gerenciais que deverão auxiliar seu desempenho como futuros enfermeiros, capazes de reflexão, enquanto sujeito construtor do conhecimento para a prática profissional da enfermagem.
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Fennell K. Conceptualisations of Leadership and Relevance to Health and Human Service Workforce Development: A Scoping Review. J Multidiscip Healthc 2021; 14:3035-3051. [PMID: 34737575 PMCID: PMC8558050 DOI: 10.2147/jmdh.s329628] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Accepted: 09/13/2021] [Indexed: 12/24/2022] Open
Abstract
PURPOSE This scoping review was undertaken to determine leadership definitions and approaches relevant to health and human service (H&HS) workforce development. This review provides a preliminary analysis of the potential size and scope of available research literature to inform ongoing research with the ultimate aim to inform a future systematic review in relation to leadership development interventions. METHODS Following the methodology proposed by Arksey and O'Malley and using PRISMA-ScR, a systematic search was conducted using seven databases (PubMed, Health Business Elite, Medline, CINAHL, Ovid, Scopus, and Web of Science). Articles were screened and assessed for eligibility. From eligible studies, data were extracted to summarize, collate, and make a narrative account of the findings. RESULTS Employing pre-selected criteria, a total of 424 records were identified and 171 full-text articles were assessed. The majority of the papers were studies undertaken by researchers based in North America. Leadership in the H&HS sector was addressed in 35% of the articles. The narrow disciplinary or workforce fields of the nursing and medical professions in hospitals and acute care settings dominated the literature. CONCLUSION The findings suggest that while leadership has been studied extensively in the health system, there is a paucity of leadership development research specific to the broader H&HS sector. This review emphasises the need for further research, including a more critical examination of leadership development interventions and their application to the H&HS sector.
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Affiliation(s)
- Kate Fennell
- Health and Human Services Leadership, University of Tasmania, Tasmanian School of Medicine, College of Health and Medicine, Medical Science Precinct, Hobart, Tasmania, 7000, Australia
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Buckley S, Smith M, Patel J, Gay S, Davison I. Enhanced model for leadership development for trainees and early career health professionals: insights from a national survey of UK clinical scientists. BMJ LEADER 2021; 6:212-218. [DOI: 10.1136/leader-2021-000465] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2021] [Accepted: 10/04/2021] [Indexed: 11/04/2022]
Abstract
IntroductionThe importance of shared or distributed leadership in healthcare is recognised; however, trainees, early career professionals and others for whom the exercise of leadership is a recent development report being underprepared for leadership roles. Trainee clinical scientists exemplify such groups, being both early in their career and in a profession for which clinical leadership is less well established. Their insights can inform understanding of appropriate forms of leadership development for health professionals.MethodsWe explored perceptions of leadership and its development for trainee clinical scientists on the UK preregistration Scientist Training Programme through semi-structured interviews with trainees, training officers, academic educators and lead healthcare scientists; and through an online questionnaire based on the UK multiprofessional Clinical Leadership Competency Framework (CLCF). Responses were analysed statistically or thematically as appropriate.ResultsForty interviews were undertaken and 267 valid questionnaire responses received. Stakeholders recognised clinical expertise as integral to leadership; otherwise their perceptions aligned with CLCF domains and ‘shared leadership’ philosophy. They consider learning by ‘doing’ real tasks (leadership activities) key to competency acquisition, with leadership education (eg, observation and theory) complementing these. Workplace affordances, such as quality of departmental leadership, training officer engagement and degree of patient contact affect trainees’ ability to undertake leadership activities.ConclusionsFrom our research, we have developed an enhanced model for leadership development for trainee and early career clinical scientists that may have wider applicability to other health professions and groups not traditionally associated with clinical leadership. To foster their leadership, we argue that improving workplace affordances is more important than improving leadership education.
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Välimäki MA, Lantta T, Hipp K, Varpula J, Liu G, Tang Y, Chen W, Hu S, Li X. Measured and perceived impacts of evidence-based leadership in nursing: a mixed-methods systematic review protocol. BMJ Open 2021; 11:e055356. [PMID: 34686559 PMCID: PMC8543649 DOI: 10.1136/bmjopen-2021-055356] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Accepted: 10/01/2021] [Indexed: 11/23/2022] Open
Abstract
INTRODUCTION Despite the abundance of existing literature on evidence-based nursing practice, knowledge regarding evidence-based leadership, that is, leadership supported by an evidence-based approach, is lacking. Our aim is to conduct a mixed-methods systematic review with qualitative and quantitative studies to examine how evidence is used to solve leadership problems and to describe the measured and perceived effects of evidence-based leadership on nurses and nurse leaders and their performance as well as on organisational and clinical outcomes. METHODS AND ANALYSIS We will search the following databases with no year limit or language restrictions: CINAHL (EBSCO), Cochrane Library, Embase (Elsevier), PsycINFO (EBSCO), PubMed (MEDLINE), Scopus (Elsevier) and Web of Science. In addition, the databases for prospectively registered trials and other systematic reviews will be screened. We will include articles using any type of research design as long as the study includes a component of an evidence-based leadership approach. Three reviewers will independently screen all titles, abstracts and full-text articles and two reviewers will extract the data according to the appropriate checklists. The quality of each study will be appraised using specific appraisal tool fitting in study design used in each study. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) grid, PRISMA Protocols, Synthesis Without Meta-analysis and ENTREQ will guide the study process and reporting. Outcomes related to individual or group performance of nurses or nurse managers regarding leadership skills (e.g., communication skills), organisational outcomes (e.g., work environment, costs) and clinical outcomes (e.g., patient quality of life, treatment satisfaction) will be extracted and synthesised. ETHICS AND DISSEMINATION This systematic review will not include empirical data, and therefore, ethics approval will not be sought. The results of the review will be disseminated in a peer-reviewed scientific journal and in a conference presentation. PROSPERO REGISTRATION NUMBER CRD42021259624.
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Affiliation(s)
- Maritta Anneli Välimäki
- Department of Nursing Science, University of Turku, Turku, Finland
- Xiangya Nursing School, Central South University, Changsha, Hunan, China
| | - Tella Lantta
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Kirsi Hipp
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Jaakko Varpula
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Gaoming Liu
- Department of Nursing Management, Hunan Cancer Hospital, Changsha, Hunan, China
| | - Yao Tang
- Xiangya Nursing School, Central South University, Changsha, Hunan, China
| | - Wenjun Chen
- School of Nursing, University of Ottawa, Ottawa, Ontario, Canada
| | - Shuang Hu
- School of Nursing, Changsha Medical University, Changsha, Hunan, China
| | - Xianhong Li
- Xiangya Nursing School, Central South University, Changsha, Hunan, China
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Drame I, Wingate L, Unonu J, Turner M, Taylor MD, Bush A, Jarvis M, Cawthorne TA. The association between students' emotional intelligence, cultural competency, and cultural awareness. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1146-1152. [PMID: 34330392 DOI: 10.1016/j.cptl.2021.06.030] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2020] [Revised: 03/02/2021] [Accepted: 06/10/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Emphasis has been placed on health professionals' employment of social and behavioral skills to negotiate complex patient-clinician relationships. One example is a professional's ability to provide culturally appropriate care. This study evaluated the relationship between pharmacy students' cultural awareness, emotional intelligence, and their ability to engage in appropriate cross-cultural interactions as measured by a cultural competency scale. METHODS A cross-sectional study was conducted in first-year pharmacy students using three distinct survey instruments to measure cultural awareness, emotional intelligence, and cultural competence. Demographic characteristics assessed included gender, race, ethnicity, and previous cultural competency training. Descriptive statistics were used to characterize performance on each survey instrument. Pearson's correlation was used to evaluate the statistical significance of associations observed between the variables measured within the study. RESULTS Forty-four students responded, of which 34% had previous cultural competency training. No statistically significant associations were observed between overall cultural competence, emotional intelligence, or cultural awareness. The self-cultural scale (part of the cultural awareness scale) was significantly related to higher overall emotional intelligence scores (P = .02). Previous cultural competency training was associated with significantly higher scores on the cultural competence scale (P = .004). Previous cultural competency training was also associated with enhanced ability to perceive one's own emotions as measured by the emotional intelligence scale (P = .02). CONCLUSIONS Previous exposure to cultural competency training impacts cultural competence scores most significantly.
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Affiliation(s)
- Imbi Drame
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
| | - La'Marcus Wingate
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
| | - Jacqueise Unonu
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
| | - Malaika Turner
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
| | - Montrell D Taylor
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
| | - Andrea Bush
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
| | - Mariecus Jarvis
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
| | - Tatyana A Cawthorne
- Howard University College of Pharmacy, 2300 4th Street NW, Washington, DC 20059, United States.
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Odeh M, Alkhader E, McCloskey A, Aljabra R, Al-sharayri M, Al-Noimi F, Alarmooti M, Alzu’bi M. Postgraduate pharmacist development- an evaluation of Jordanian pharmacist experiences to inform and shape an evidence-based professional development policy. PLoS One 2021; 16:e0255026. [PMID: 34314444 PMCID: PMC8315534 DOI: 10.1371/journal.pone.0255026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Accepted: 07/09/2021] [Indexed: 11/26/2022] Open
Abstract
Building capacity for developing skills as leadership, teamwork, and continuous academic support has become essential for fulfilling a successful pharmacy career. This study aims to assess Jordanian pharmacists' views on professional development, namely: the continuous education infrastructure, strategies and programs for personal development, leadership skills, incentive schemes, drug information resources and digital services. As well as exploring options for better academic support delivered to pharmacists. To capture participant's views, an online validated and reliable survey was developed. Non-probability sampling design was used. Participants were qualified pharmacists working at Royal Medical Services (RMS) and Community Pharmacists (CP). Comparison and descriptive statistics were used to report the results. A total of 271 pharmacists participated, 144 from RMS (8% more than the needed sample) and 127 CP (7% more than the needed sample). There was a strong desire amongst both RMS and PC groups for continuous educational training particularly in the following areas, first: Advanced counselling and communication skills (means = 8.99±0.145, CI 95% = 3.70-4.28 and 9.37±0.096, CI 95% = 4.18-4.56). Second: Personal development skills (mean = 8.92±0.142, CI 95% = 3.64-4.20 and 9.02±0.145, CI 95% = 3.73-4.30). Third, Pharmaceutical health promotion (mean = 8.05±0.180, CI 95% = 2.70-3.41 and 8.57±0.159, CI 95% = 3.26-3.89). Only 19.4% and 18.1% of the RMS and CPs respectively reported the presence of a written policy for personal development and leadership in their workplace. There were few incentives for pharmacists to participate in research. Few pharmacists used the available drug information and toxicology centers. The professional and continuous personal development of pharmacists support an evolving healthcare system. This study emphasizes the need for a tailored and documented postgraduate educational strategy, personal development, and leadership skills training in Jordan. Implementing a well-defined scheme of incentives should be encouraged to engage pharmacists in continuous professional development programs and pharmaceutical research. Such strategy and training should enhance both professional and personal performance.
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Affiliation(s)
- Mohanad Odeh
- Department of Clinical Pharmacy and Pharmacy Practice, Pharmacy Management and Pharmaceutical Care Innovation Centre, Pharmacy School, Hashemite University, Zarqa, Jordan
| | - Enas Alkhader
- Pharmacy School, Middle East University, Amman, Jordan
| | - Alice McCloskey
- School of Pharmacy and Biomolecular Sciences, Liverpool John Moores University, Liverpool, United Kingdom
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Frederick KD, Desselle SP, Gatwood JD, Hohmeier KC. The intersection of pharmacy leadership and management with clinical skills: Education plays a key role. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:198-202. [PMID: 33641727 DOI: 10.1016/j.cptl.2020.10.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2020] [Revised: 09/18/2020] [Accepted: 10/18/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Clinical pharmacy service expansion is a challenge of scalability, and education can play a big part in the profession's transition to patient care. Underdeveloped staff management and leadership skills may prohibit scalability of innovative patient care service models observed in research and academic pharmacy environments. COMMENTARY In today's rapidly evolving healthcare industry, formal education in leadership and management may provide the prerequisite skills for frontline pharmacists to innovate and scale clinical care services thereby improving quality patient outcomes. One important component of this is the use of pharmacist-extenders and team-based task delegation to eliminate technical tasks from the pharmacist's workload and maximize time spent in functions requiring professional judgment. IMPLICATIONS The Academy should develop leadership and management skills in tandem with patient care-related skills to optimize care delivery. Specifically, pharmacy educators should lean into concepts of organizational behavior and evidence-based management. The future of pharmacy is highly dependent on future pharmacist leaders; development of successful leaders is imperative to the profession of pharmacy.
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Affiliation(s)
- Kelsey D Frederick
- University of Tennessee Health Science Center College of Pharmacy, 301 S. Perimeter Park Drive, Suite 220, Nashville, TN 37211, United States.
| | - Shane P Desselle
- Touro University California College of Pharmacy, 1310 Club Drive, Vallejo, CA 94592, United States.
| | - Justin D Gatwood
- University of Tennessee Health Science Center College of Pharmacy, 301 S. Perimeter Park Drive, Suite 220, Nashville, TN 37211, United States.
| | - Kenneth C Hohmeier
- University of Tennessee Health Science Center College of Pharmacy, 301 S. Perimeter Park Drive, Suite 220, Nashville, TN 37211, United States.
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Aliekperova N. The research of international and national educational standards on leadership development for pharmacy students. BIO WEB OF CONFERENCES 2021. [DOI: 10.1051/bioconf/20213003001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
To estimate the level of usage of leadership development opportunities, International Pharmaceutical Federation official data and national educational and professional standards for pharmacy students in such countries as the USA, the United Kingdom, Australia, and Canada have been analyzed. According to the results, leadership knowledge and skills are of great importance to provide people with advanced pharmaceutical care. The most common leadership abilities for students getting pharmaceutical education deal with personal leadership (self-awareness, self-motivation, emotional intelligence, innovative mindset), teamwork, effective collaboration with other health professionals, building of a shared vision, resulting in the ability to become a change agent for sustainable development and improvement of health care system.
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Zeeman JM, Kiser SN, Steeb DR, Hubal R. Identifying Priority Student Leadership and Professionalism Attributes Among Faculty, Preceptors, and Students via Modified Delphi. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:8076. [PMID: 34283754 PMCID: PMC7712725 DOI: 10.5688/ajpe8076] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Accepted: 07/14/2020] [Indexed: 05/22/2023]
Abstract
Objective. To identify and build consensus on priority leadership and professionalism attributes for pharmacy student development among faculty, preceptors, and students.Methods. One hundred individuals (27 faculty members, 30 preceptors, 43 students) were invited to participate in a three-round, modified Delphi. Published literature on leadership and professionalism informed the initial attribute list. In the first round, participants reviewed and provided feedback on this list. In the second round, participants prioritized attributes as highly important, important, or less important for pharmacy student development. Leadership and professionalism attributes that achieved an overall consensus (a priori set to ≥80.0%) of being highly important or important for pharmacy student development were retained. In the third round, participants rank ordered priorities for leadership and professionalism attributes.Results. Fifteen leadership and 20 professionalism attributes were included in round one while 21 leadership and 21 professionalism attributes were included in round two. Eleven leadership and 13 professionalism attributes advanced to round three. Consensus was reached on the top four leadership attributes (adaptability, collaboration, communication, integrity) and five professionalism attributes (accountability, communication, honor and integrity, respect for others, trust). Differences were observed for certain attributes between faculty members, preceptors, and/or students.Conclusion. The modified Delphi technique effectively identified and prioritized leadership and professionalism attributes for pharmacy student development. This process facilitated consensus building and identified gaps among stakeholders (ie, faculty, preceptors, students). Identified gaps may represent varying priorities among stakeholders and/or different opportunities for emphasis and development across classroom, experiential, and/or cocurricular settings.
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Affiliation(s)
- Jacqueline M Zeeman
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Stephanie N Kiser
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - David R Steeb
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Robert Hubal
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Otocki AC, Turner BF. Behavior Training is Not Enough: Empowering Middle Managers by Shifting Mindset. Mil Med 2020; 185:31-36. [DOI: 10.1093/milmed/usaa134] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Abstract
In most organizations, middle managers are expected to meet goals and expectations passed down from above while also connecting with and inspiring the frontline employees doing the work of the organization. Caught in the middle, they often receive training on competencies intended to help them manage issues that arise from this situation. Yet this training tends to be temporarily helpful at best—and harmful at worst. Competency training, because it focuses on changing behavior, fails to address a foundational element necessary to consistently and effectively resolve their challenges. That foundational element is mindset. Providing training and tools to shift their mindset regarding their management objectives better prepares mid-level leaders to be more effective in their challenging positions.
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Affiliation(s)
- Austin C Otocki
- Brooke Army Medical Center, 3551 Roger Brooke Drive, Joint Base San Antonio, Fort Sam Houston, TX 78234
| | - Brian F Turner
- San Antonio Military Health System, 3551 Roger Brooke Drive, Joint Base San Antonio, Fort Sam Houston, TX 78234
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