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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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Reardon G, Robinson ET, Schuster S, Brazeau GA. Advancing Systems Citizenship in Colleges and Schools of Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100008. [PMID: 37288685 DOI: 10.1016/j.ajpe.2022.11.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Revised: 11/06/2022] [Accepted: 11/07/2022] [Indexed: 06/09/2023]
Abstract
The pharmacy academy works collectively to serve the educational needs of diverse stakeholders by promulgating expectations for professional programs to achieve standards for both practice and professional development. Building systems thinking into the learning process, with its associative benefits to postgraduate preparation and lifelong practice, offers a pathway to achieve this educational mission. The concept of systems citizenship has been suggested as a process for helping health professional students incorporate a meaningful professional identity and responsibly seek out an understanding of the connections between patients, communities, and the larger institutions and environments that affect each. Drawing on the discipline of systems thinking, the student and pharmacist learn to be effective locally by thinking globally. Systems thinking, a basis for effective citizenship, is a proactive and shared approach to problem-solving that integrates professional identity with the goal of closing gaps in care. Pharmacy colleges/schools provide an opportune forum for educating professional students and postgraduates with the knowledge, skills, and abilities critical to becoming valuable and contributing systems citizens.
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Affiliation(s)
- Gregory Reardon
- Keck Graduate Institute, School of Pharmacy and Health Sciences, Claremont, CA, USA
| | - Evan T Robinson
- Creighton University, School of Pharmacy and Health Professions, Omaha, NE, USA
| | - Sheldon Schuster
- Keck Graduate Institute, Office of the President, Claremont, CA, USA
| | - Gayle A Brazeau
- Marshall University, School of Pharmacy, Huntington, WV, USA; Editor, American Journal of Pharmaceutical Education.
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Kiles TM, Peroulas D, Borja-Hart N. Defining the role of pharmacists in addressing the social determinants of health. Res Social Adm Pharm 2022; 18:3699-3703. [DOI: 10.1016/j.sapharm.2022.01.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2021] [Revised: 12/09/2021] [Accepted: 01/14/2022] [Indexed: 11/27/2022]
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Mospan CM, Gillette C. Impact of a Simulated Legislative Visit on Student Pharmacists' Political Skill Inventory Scores. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8259. [PMID: 34283725 PMCID: PMC8174617 DOI: 10.5688/ajpe8259] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Accepted: 12/22/2020] [Indexed: 06/13/2023]
Abstract
Objective. To assess the impact of a simulated legislative visit on the Political Skill Inventory (PSI) scores of Doctor of Pharmacy (PharmD) students and assess their perceptions of their role as an advocate.Methods. Anonymous pre- and post-intervention surveys were administered online to third year student pharmacists at one school of pharmacy in North Carolina. Measures included gender, age, previous pharmacy experience, engagement in pharmacy organizations, legislative awareness and engagement, political skill inventory, and perceptions of the simulated legislative visit. Data are presented as medians or proportions, where appropriate. Paired t tests and Cohen d were used to analyze the data.Results. Thirty student pharmacists provided complete and matchable results for the pre- and post-intervention surveys (analysis response rate=36%). The mean PSI score was 5.4 before the intervention and increased to 5.7 after the intervention. The networking ability and interpersonal influence subscales showed significant and medium-to-large increases in effect size whereas the social astuteness and apparent sincerity subscales showed low-to-medium increases in effect size. Student pharmacists' agreement with advocacy skills or responsibilities increased overall from pre-to post-intervention.Conclusion. The political skill inventory scores of student pharmacists significantly improved following participation in a simulated legislative visit and listening to a corresponding advocacy lecture. Determining the effectiveness of educational interventions to develop advocacy skills in student pharmacists is essential to ensure efficacy and potential for PharmD students and graduates to make real-world impacts.
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Affiliation(s)
| | - Chris Gillette
- Wake Forest University, School of Medicine, Winston-Salem, North Carolina
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Maerten-Rivera JL, Chen AMH, Augustine J, d'Assalenaux R, Lee KC, Lindsey CC, Malcom DR, Mauro LS, Pavuluri N, Rudolph MJ, Wong SF, Zeeman JM, Zeszotarski P. Co-Curriculum Implementation and Assessment in Accredited Doctor of Pharmacy Programs. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7569. [PMID: 32313277 PMCID: PMC7159003 DOI: 10.5688/ajpe7569] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2019] [Accepted: 08/04/2019] [Indexed: 05/10/2023]
Abstract
Objective. To determine how accredited Doctor of Pharmacy programs implement and evaluate the co-curriculum requirement as mandated by the Accreditation Council for Pharmacy Education (ACPE). Methods. A survey was administered to all ACPE-accredited pharmacy programs to collect information regarding how co-curriculum models were being implemented, including types of activities, structure, learning outcomes, oversight, and assessment. The frequency of responses to items were presented to describe the general features of co-curriculum models. Results. The types of co-curricular activities reported by programs were generally consistent, with the majority of programs categorizing these activities and allowing students to choose which they would engage in. Most respondents reported that the program mapped co-curricular activities to learning outcomes, primarily ACPE Standards 1-4. The structural oversight of the co-curriculum typically included a co-curriculum committee, subcommittee, or task force, and supporting offices. The most common offices/departments involved in the co-curriculum were assessment, student affairs/services, experiential education, and academic/curricular affairs. The most common assessments were reflections, self-assessment surveys, and checklists. Conclusion. In most programs, implementation of the co-curriculum was a joint effort among various individuals, committees, and offices. Given the developing nature of programs, descriptive studies should be repeated to identify how programs develop and enhance co-curriculum models. The study results may be useful to members of the Academy when evaluating the current state of co-curriculum implementation and potential areas for program development.
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Affiliation(s)
- Jaime L Maerten-Rivera
- State University of New York at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
| | - Aleda M H Chen
- Cedarville University, School of Pharmacy, Cedarville, Ohio
| | - Jill Augustine
- Mercer University, College of Pharmacy, Atlanta, Georgia
| | | | - Kelly C Lee
- University of California, Skaggs School of Pharmacy and Pharmaceutical Sciences, San Diego, La Jolla, California
| | - Cameron C Lindsey
- University of Missouri-Kansas City, School of Pharmacy, Kansas City, Kansas
| | - Daniel R Malcom
- Sullivan University, College of Pharmacy and Health Sciences, Louisville, Kentucky
- Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Laurie S Mauro
- University of Toledo, College of Pharmacy and Pharmaceutical Sciences, Toledo, Ohio
| | - Nina Pavuluri
- Lake Erie College of Osteopathic Medicine, School of Pharmacy, Bradenton, Florida
| | - Michael J Rudolph
- University of Kentucky, Office of Strategic Planning & Institutional Effectiveness, Lexington, Kentucky
| | - Siu Fun Wong
- Chapman University, School of Pharmacy, Irvine, California
| | - Jacqueline M Zeeman
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Ginsburg DB, Law AV, Mann HJ, Palombi L, Smith WT, Truong HA, Volino LR, Ekoma JO. Report of the 2018-2019 Strategic Engagement Standing Committee. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7597. [PMID: 32292198 PMCID: PMC7055409 DOI: 10.5688/ajpe7597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
EXECUTIVE SUMMARY. Strategic engagement is critical to the success of colleges and schools of pharmacy in expanding pharmacy and public health practice, meeting programmatic needs, and fulfilling institutional missions. The AACP 2019-2020 Strategic Engagement Committee was charged with exploring faculty leadership and development as they relate to strategic engagement, considering challenges and barriers to faculty participation and identifying successes in faculty engagement and opportunities for professional development. The committee reviewed literature and examples regarding strategic engagement across academic pharmacy, with strategic engagement understood as being part of the service mission of academic institutions. The committee found faculty service is often not rewarded or recognized equally to efforts in research and education, including in promotion and tenure. The perceived low value often accorded to strategic engagement efforts, coupled with lack of time and low priority for the work, are barriers to faculty participation in strategic engagement. Service missions thrive when supported by institutional culture, faculty and alumni role models and administration priorities. The committee also found that there is no defined path to leadership in most national organizations, a limited number of leadership positions and a lack of awareness regarding these positions. However, strategic engagement with organizations can open doors and increase visibility for faculty, leading to enhanced opportunities and improved scholarship. Engagement efforts can be particularly successful when aligned with faculty interests and school and departmental priorities. Based on the committee's work, the following recommendations are provided to AACP for consideration.Recommendation #1 - AACP should create a pathway or exemplar stories of members who have become leaders within the Academy including institutional and volunteer leadership roles.Recommendation #2 - AACP should provide an organizational chart to outline the reporting structures, as well as the policy development process to help members understand how AACP works and points of entry for involvement.Recommendation #3 - AACP should develop an initiative to "groom" faculty for leadership roles including providing tools/training programs for emerging leaders within the Academy.Recommendation #4 - AACP should consider creating a community for targeted groups of faculty, eg, tenured/tenure-track and non-tenure track to address leadership development and engagement based on member interest.Recommendation #5 - AACP should establish a "service mentors" program to match current and past leaders with members interested in enhancing their involvement in the association.
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Affiliation(s)
- Diane B Ginsburg
- College of Pharmacy, The University of Texas at Austin, Austin, Texas
| | - Anandi V Law
- College of Pharmacy, Western University of Health Sciences, Pomona, California
| | - Henry J Mann
- College of Pharmacy, The Ohio State University, Columbus, Ohio
| | - Laura Palombi
- College of Pharmacy, The University of Minnesota, Duluth, Minnesota
| | - W Thomas Smith
- College of Pharmacy, Natural and Health Sciences, Manchester University, North Manchester, Indiana
| | - Hoai-An Truong
- School of Pharmacy, University of Maryland Eastern Shore, Princess Anne, Maryland
| | - Lucio R Volino
- School of Pharmacy, Rutgers, The State University of New Jersey, Piscataway, New Jersey
| | - Jeffrey O Ekoma
- American Association of Colleges of Pharmacy, Arlington, Virginia
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Schoelles-Williams J, English DE, Godwin DA, Hammond L, Mason HL, Petrelli HM, Roni M, Sousa KM, Van Amburgh JA, Ross LJ. Report of the 2018-2019 Student Affairs Standing Committee. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7656. [PMID: 32001894 PMCID: PMC6983882 DOI: 10.5688/ajpe7656] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
The 2018-2019 Student Affairs Standing Committee addressed charges related to examining the institutional leadership models and professional development needs of faculty and staff to optimize achievement of Strategic Priority #1 on the applicant pipeline. The report provides five recommendations to AACP and twelve suggestions for colleges and schools of pharmacy. The committee focused on the need to develop tailored leadership training and mentoring programs for admissions personnel on relevant topics, including change management, holistic thinking, leadership, problem solving, technical knowledge, professional development, paths for promotion, conflict resolution, networking, persuasive communication, and strategic planning. Rather than develop new resources, the committee identified existing professional competencies and assessment resources developed by other organizations for student affairs and admissions personnel that could spur enhanced strategic marketing and professional development opportunities in pharmacy education. It also reaffirmed the need for student diversity and the use of data to drive strategic decisions in recruitment. To identify gaps in knowledge among AACP member institutions, the committee analyzed the results of its fall 2018 survey on the current depth and breadth of student recruitment activities and their perceived effectiveness. The committee also recommended ways institutions can encourage faculty and others outside of the admissions office to participate in student recruitment activities. Finally, the committee concluded that it will be necessary for colleges and schools to collaborate across the academy to promote the benefits of pharmacy profession to prospective students, rather than individual colleges and schools of pharmacy, and be more responsive to the expectations of Gen Z students before the tide in applications will shift in a positive direction.
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Affiliation(s)
| | - Dale E. English
- Sullivan University College of Pharmacy and Health Sciences, Louisville, Kentucky
| | - Donald A Godwin
- University of New Mexico College of Pharmacy, Albuquerque, New Mexico
| | - Lauren Hammond
- Samford University McWhorter School of Pharmacy, Homewood, Alabama
| | - Holly L. Mason
- Purdue University College of Pharmacy, West Lafayette, Indiana
| | | | - Monzurul Roni
- Hampton University School of Pharmacy, Hampton, Virginia
| | - Kyle M. Sousa
- Loma Linda University School of Pharmacy, Loma Linda, California
| | - Jenny A. Van Amburgh
- Northeastern University Bouve College of Health Sciences School of Pharmacy, Boston, Massachusetts
| | - Libby J. Ross
- American Association of Colleges of Pharmacy, Arlington, Virginia
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Reed BN, Klutts AM, Mattingly TJ. A Systematic Review of Leadership Definitions, Competencies, and Assessment Methods in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7520. [PMID: 31871362 PMCID: PMC6920635 DOI: 10.5688/ajpe7520] [Citation(s) in RCA: 34] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/16/2019] [Accepted: 04/19/2019] [Indexed: 05/22/2023]
Abstract
Objective. To characterize leadership definitions, competencies, and assessment methods used in pharmacy education, based on a systematic review of the literature. Findings. After undergoing title, abstract, and full-text review, 44 (10%) of 441 articles identified in the initial search were included in this report. Leadership or an aspect of leadership was defined in 37 (84%) articles, and specific leadership competencies were listed or described in 40 (91%) articles. The most common definitions of leadership involved motivating others toward the achievement of a specific goal and leading organizational change. Definitions of leadership in some articles required that individuals hold a formal leadership position whereas others did not. Only two leadership competencies were related to specific areas of knowledge. Most of the competencies identified were interpersonal and self-management skills. In terms of assessment, only one (2.3%) article assessed leadership effectiveness, and none assessed leadership development. Of the remaining 24 (55%) articles that included some type of assessment, most involved behavioral-based tools assessing individual attributes conceptually related to leadership (eg, strengths, emotional intelligence), or self-assessments regarding whether learning objectives in a leadership course had been met. Summary. Definitions for leadership in pharmacy varied considerably, as did leadership competencies. Most conceptualizations of leadership resembled a combination of established approaches rather than being grounded in a specific theory. If leadership development is to remain a focus within accreditation standards for Doctor of Pharmacy education, a consistent framework for operationalizing it is needed.
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Affiliation(s)
- Brent N. Reed
- University of Maryland School of Pharmacy, Baltimore, Maryland
| | | | - T. Joseph Mattingly
- University of Maryland School of Pharmacy, Baltimore, Maryland
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
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Bzowyckyj AS, Mospan CM, Zavod RM, Traynor AP, Janke KK. Inviting manuscripts to Leadership Experience and Development Reports (LEADeR). CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:853-857. [PMID: 31570122 DOI: 10.1016/j.cptl.2018.02.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2018] [Accepted: 02/18/2018] [Indexed: 06/10/2023]
Abstract
The Journal announces a new section called "Leadership Experience and Development Reports" within our Short Communications manuscript category. Manuscripts in this section seek to share scholarly activities and experiences within the area of leadership development that are rooted in a leadership framework, model, or theory. Submissions can include work related to student pharmacists, pharmacy residents, fellows, graduate students and faculty/staff development.
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Affiliation(s)
- Andrew S Bzowyckyj
- Pacific University School of Pharmacy, 222 SE 8th Avenue, Creighton Hall 567, Hillsboro, OR 97123, United States.
| | - Cortney M Mospan
- Pharmacy Practice, Wingate University Levine College of Health Sciences, Wingate, NC, United States
| | - Robin M Zavod
- Pharmaceutical Sciences, Midwestern University Chicago College of Pharmacy, Downers Grove, IL, United States
| | - Andrew P Traynor
- Pharmacy Practice, Concordia University Wisconsin School of Pharmacy, Mequon, WI, United States
| | - Kristin K Janke
- Pharmaceutical Care & Health Systems, University of Minnesota College of Pharmacy, Minneapolis, MN, United States
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Traynor AP, Borgelt L, Rodriguez TE, Ross LA, Schwinghammer TL. Use of a Modified Delphi Process to Define the Leadership Characteristics Expected of Pharmacy Faculty Members. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7060. [PMID: 31619826 PMCID: PMC6788149 DOI: 10.5688/ajpe7060] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/12/2018] [Accepted: 07/12/2018] [Indexed: 05/22/2023]
Abstract
Objective. To reach a consensus on a working definition for leadership and identify expectations for leadership among all pharmacy faculty members. Methods. A modified Delphi process was employed to establish consensus among experienced department and division chairs regarding the definition and expectations of faculty leadership to guide faculty evaluation and development. From the AACP faculty roster, 280 department and division chairs were surveyed to identify participants with at least five years of experience in their roles and willingness to participate. Twenty-three chairs were identified from a variety of colleges and schools to comprise the expert panel and asked to participate in three rounds of questions over a two-month period. One Likert-type question and six open-ended questions were included in round 1. A thematic analysis of round 1 responses provided items for participants to rate their agreement with and provide comments on in rounds 2 and 3. Consensus for items was set prospectively at 80% of participants selecting agree or strongly agree for each item. Items could be modified by the panel in subsequent rounds of surveys if participants suggested edits to items. Results. Consensus was achieved among 23 chairs regarding a definition, 10 guiding principles, four learning competencies, six skills, six expected leadership activities (ELAs), and 20 personal characteristics related to faculty leadership. Conclusion. The results of this study provide guidance to pharmacy faculty members and administrators regarding leadership characteristics including knowledge, skills, and activities expected for faculty members to develop into effective leaders for the academy and the pharmacy profession.
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Affiliation(s)
- Andrew P. Traynor
- Concordia University Wisconsin School of Pharmacy, Mequon, Wisconsin
| | - Laura Borgelt
- University of Colorado Skaggs School of Pharmacy, Aurora, Colorado
| | | | - Leigh Ann Ross
- University of Mississippi School of Pharmacy, University, Mississippi
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Gee D, Schulte M, Matsumoto RR. An Individual Development Plan for Pharmacy Students for Career Planning and Tracking Accreditation Standards. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6825. [PMID: 31507277 PMCID: PMC6718488 DOI: 10.5688/ajpe6825] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2017] [Accepted: 01/11/2018] [Indexed: 06/10/2023]
Abstract
Objective. To create and implement individual development plans (IDPs) to assist pharmacy students in career planning and tracking their achievement of ACPE Standards 2016, Standard 4, for Personal and Professional Development. Methods. First-year Doctor of Pharmacy students completed IDPs, which were subsequently reviewed to ensure they addressed components of the ACPE Standard 4 key elements: self-awareness, leadership, innovation and entrepreneurship, and professionalism. Faculty advisors were surveyed regarding the utility of IDPs. Descriptive statistics were used to evaluate the results. Results. Self-awareness (100%) and professionalism (100%) were the key elements most commonly documented by pharmacy students, followed by leadership (51%), and innovation and entrepreneurship (22%). Faculty advisors reported IDPs as beneficial for stimulating individualized career planning and tracking achievement of ACPE Standard 4. Conclusion. Most students enter pharmacy school recognizing the importance of self-awareness and professionalism, but require additional training to instill leadership and innovation/entrepreneurship skills. Individual development plans can be implemented in pharmacy education as a cornerstone of personal and professional development planning, as well as a means of tracking a school's progress toward meeting accreditation standards.
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Affiliation(s)
- Deanna Gee
- Touro University California College of Pharmacy, Vallejo, California
| | - Margaret Schulte
- Touro University California College of Pharmacy, Vallejo, California
| | - Rae R Matsumoto
- Touro University California College of Pharmacy, Vallejo, California
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Zeeman JM, Bush AA, Cox WC, Buhlinger K, McLaughlin JE. Identifying and Mapping Skill Development Opportunities Through Pharmacy Student Organization Involvement. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6950. [PMID: 31223160 PMCID: PMC6581355 DOI: 10.5688/ajpe6950] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2018] [Accepted: 05/30/2018] [Indexed: 05/13/2023]
Abstract
Objective. To describe a process for identifying skills that students can gain through co-curricular involvement and to map these skills to curricular outcomes. Methods. This pilot study used a mixed-methods approach involving document reviews, student involvement surveys, and focus groups/interviews to evaluate skill development opportunities in three pharmacy student organizations. Investigators reviewed key documents (eg, student organization websites, annual review forms) to identify skills emphasized by the organization. Student participants completed modified Extracurricular Involvement Inventory surveys to measure the intensity of their student organization involvement. Two student focus groups, one student leader focus group and one general student member focus group, were held for each student organization. Interviews were conducted with each student organization's faculty advisor. Data sources were triangulated to identify and map skill development opportunities to program core competencies. Results. Six of nine core competencies were identified as skills pharmacy students can develop through involvement in the pilot student organizations. All three organizations provided opportunities for members to develop communication skills and in-depth knowledge and proficient skills of the discipline of pharmacy. Two organizations provided opportunities for students to develop collaboration skills. Conclusion. A mixed-methods approach can be used to identify and map skills that students can develop through co-curricular involvement. This approach provides several advantages: objective evaluation and triangulation of skill development opportunities, evaluation of students' involvement, and identification of linkages between the co-curriculum and curriculum in the context of curricular outcomes.
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Affiliation(s)
- Jacqueline M. Zeeman
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Antonio A. Bush
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Wendy C. Cox
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Katie Buhlinger
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Jacqueline E. McLaughlin
- UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
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Raney E, Bowman B. Developing emotionally intelligent leaders within a chapter of a student pharmacist organization. MEDEDPUBLISH 2018; 7:262. [PMID: 38415015 PMCID: PMC10898549 DOI: 10.15694/mep.2018.0000262.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/29/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Introduction: Emotional intelligence (EI) refers to an individual's awareness, management, and use of emotions, which has been shown to correlate with successful leadership. The objective of this study was to facilitate the development of emotionally intelligent leaders amongst the student officers within a chapter of the American Pharmacists Association-Academy of Student Pharmacists. Methods: During the 2012-2015 academic years, the chapter officers (n=27) participated in a leadership development program that included self-assessments, group discussions, reflection activities, and/or individual mentoring sessions based upon the concepts of organizational management, strengths-based leadership, team dysfunction, and continuous professional development. The officers also completed the Emotional Intelligence Appraisal® at the beginning and end of the program, and a perception survey after completing the program. Results: The officers' initial and final EI scores ranged from 54-100 and 59-100, respectively. In addition, their final mean overall, self-awareness, self-management, and relationship-management scores were higher than their corresponding initial scores ( P < 0.05). Most officers (89-100%) also rated each of their developmental experiences as being either very beneficial or beneficial. Conclusion: The implemented program appears to be an effective method for increasing the EI of student organization officers and provides a model for similar efforts in other health professions settings.
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Affiliation(s)
- Erin Raney
- Midwestern University College of Pharmacy- Glendale
| | - Bill Bowman
- Midwestern University College of Pharmacy- Glendale
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Bowman BJ, Raney EC. Evaluation of the leadership strengths of the officers serving within an APhA-ASP chapter: Implications for the profession. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:1524-1528. [PMID: 30514545 DOI: 10.1016/j.cptl.2018.08.013] [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: 12/11/2017] [Revised: 06/19/2018] [Accepted: 08/03/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND AND PURPOSE To evaluate the strengths of the officers who recently served within an American Pharmacists Association Academy of Student Pharmacists (APhA-ASP) chapter and to discuss the potential impacts of these strengths upon the pharmacy profession. EDUCATIONAL ACTIVITY AND SETTING The chapter officers from the Classes of 2010-2016 (n = 67; 66% female) voluntarily participated in a variety of leadership development programs created by the chapter advisors. Each of these programs included activities based upon the book, Strengths Based Leadership, and the determination of each officer's top five strengths using the StrengthsFinder 2.0 assessment. For this study, all of the officer's top five strengths were compiled (n = 335) and evaluated based upon their individual frequencies and their association with each of the strengths based leadership domains (i.e. executing, influencing, relationship building, and strategic thinking). FINDINGS All 67 officers completed the StrengthsFinder 2.0 assessment with the five most frequently identified strengths being achiever (n = 27), harmony (n = 27), learner (n = 26), input (n = 19), and individualization (n = 17). In addition, the officer's strengths most frequently corresponded to the leadership domain of relationship building (35%), followed by the domains of executing (28%), strategic thinking (26%), and influencing (11%). SUMMARY These findings may help explain why the profession continues to succeed with respect to implementing collaborative patient-centered care, but continues to be challenged with respect to maximizing professional advocacy.
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Affiliation(s)
- Bill J Bowman
- Midwestern University College of Pharmacy - Glendale, 19555 North 59th Avenue, Glendale, AZ 85308, United States.
| | - Erin C Raney
- Midwestern University College of Pharmacy - Glendale, 19555 North 59th Avenue, Glendale, AZ 85308, United States.
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Mospan CM, Mospan GA. Assessing the impact of a didactic lecture for student pharmacists on legislative advocacy. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:1363-1374. [PMID: 30527366 DOI: 10.1016/j.cptl.2018.07.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2017] [Revised: 05/07/2018] [Accepted: 07/09/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND AND PURPOSE Advocacy has been defined as "the essential competence". Literature describes and assesses the impact of elective, extracurricular, and co-curricular advocacy experiences, but there is a deficiency of literature that describes and assesses core curricular advocacy experiences. EDUCATIONAL ACTIVITY AND SETTING An electronic pre- and post-survey was administered to second-year student pharmacists who attended a didactic lecture on advocacy within a pharmacy law course. All responses were anonymous and matched via self-generated code. Wilcoxon signed rank tests analyzed matched data. FINDINGS Pharmacy students were generally unaware of their legislative representation and did not know what to expect when meeting with legislators. A small percentage (24%) had previously contacted their legislator regarding pharmacy topics. All three knowledge items and seven of eight attitudes showed statistically significant improvement after the lecture. Following the lecture, 85% of students agreed/strongly agreed they were more prepared to be an advocate for pharmacy, with 76% reporting increased commitment. DISCUSSION This study shows that a brief didactic educational intervention may improve student pharmacists' knowledge of and commitment to political advocacy, addressing previously noted limitations of models to prepare student pharmacists for advocacy efforts. The skill of advocating was not addressed by this intervention. SUMMARY A brief didactic lecture at one institution showed a short-term positive influence on pharmacy students' knowledge and attitudes towards legislative advocacy. Introduction of advocacy within the core didactic curricula may provide a method to increase the prevalence of advocates within the profession of pharmacy, but this requires further assessment and identification of best practices.
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Affiliation(s)
- Cortney M Mospan
- Wingate University School of Pharmacy, 515 N Main St, Wingate, NC 28174, United States.
| | - Geoffrey A Mospan
- Wingate University School of Pharmacy, 515 N Main St, Wingate, NC 28174, United States
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Williams CR, McLaughlin J, Leadon K, Khanova J, Rodgers PT. Preceptor confidence and engagement in providing leadership activities to students in advanced pharmacy practice experiences. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:895-902. [PMID: 30236426 DOI: 10.1016/j.cptl.2018.04.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/20/2017] [Revised: 01/28/2018] [Accepted: 04/02/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Preceptor perceptions about providing leadership activities during the fourth year of the doctor of pharmacy curriculum were examined. METHODS An anonymous questionnaire was sent electronically to 610 preceptors of fourth year doctor of pharmacy students in August 2015 inquiring about confidence in leadership ability, extent of student engagement in leadership activities, and preceptor support needed. Differences based on leadership background, such as formal training, were examined using independent t-test. Continuous data are presented as mean (standard deviation). P-value < 0.05 was considered significant. RESULTS Survey response rate was 28% (n = 171). Preceptor confidence in ability to provide leadership activities was 7.38 + /-1.66 [0-10 Likert scale; 0 = cannot do at all, 10 = highly certain can do]. Preceptors were most confident teaching that leadership comes from those with and without titles (8.48 + /-1.64) and least confident engaging students in advocacy (5.41 + /-3.02). Preceptors were most likely to engage students in collaboration [3(1-4)] and least likely to involve them in advocacy [1(1-4)] (measured from 1-4 with 1 = never and 4 = very often). Preceptors with formal leadership training demonstrated higher confidence and more engagement with involving students in leadership activities than those without training (p < 0.05). Examples of common leadership activities shared by preceptors included experiential clinical activities and projects, teaching opportunities, discussions with leaders, and participation in meetings. Leadership training and development was the most requested type of support by preceptors (n = 23, 13.5%). CONCLUSION Preceptors were overall confident about their ability to provide leadership activities, were involving students in some leadership activities, and had the least confidence and engagement in involving students in advocacy. Preceptors may consider increasing engagement in teaching student leadership skills by utilizing examples in this study. Colleges of pharmacy and organizations may collaborate to increase preceptor access to formal leadership training programs and offer preceptor development programs designed to enhance preceptors' abilities to facilitate student leadership experience, reflection on experience, and feedback.
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Affiliation(s)
- Charlene R Williams
- University of North Carolina Chapel Hill, Eshelman School of Pharmacy, Asheville Campus, One University Heights CB # 2125, Asheville, NC 28801, United States.
| | - Jacqueline McLaughlin
- University of North Carolina Chapel Hill, Eshelman School of Pharmacy, CB# 7574, Chapel Hill, NC 27599, United States.
| | - Kim Leadon
- University of North Carolina Chapel Hill, Eshelman School of Pharmacy, CB# 7574, Chapel Hill, NC 27599, United States.
| | - Julia Khanova
- University of North Carolina Chapel Hill, Eshelman School of Pharmacy, CB# 7574, Chapel Hill, NC 27599, United States
| | - Philip T Rodgers
- University of North Carolina Chapel Hill, Eshelman School of Pharmacy, CB# 7574, Chapel Hill, NC 27599, United States.
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Desselle SP, Raja L, Andrews B, Lui J. Perceptions of organizational culture and organizational citizenship by faculty in U.S. colleges and schools of pharmacy. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:403-412. [PMID: 29793700 DOI: 10.1016/j.cptl.2017.12.017] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2017] [Revised: 10/31/2017] [Accepted: 12/24/2017] [Indexed: 06/08/2023]
Abstract
OBJECTIVES (1) Describe perceptions of organizational culture and prevalence of organizational citizenship behaviors (OCBs) among faculty at United States (U.S.) colleges/schools of pharmacy; (2) determine which aspects of those phenomena are strongest and which are most problematic; (3) evaluate the psychometric properties of measures for organizational culture and OCBs in academic pharmacy; and (4) identify any relationships between organizational culture and organizational citizenship among academic pharmacy faculty. METHODS A random sample of 600 U.S. academic pharmacists acquired from the American Association of Colleges of Pharmacy were distributed an email survey through the use of Qualtrics technology. The procedures closely resembled the Total Design Method advocated to maximize survey response, including use of a pre-notification letter, reminders, and a nominal financial inducement. In addition to demographic questions, the survey employed multiple-item measures of organizational culture and OCBs described previously in the literature and derived from Delphi consensus-building procedures. The analysis plan incorporated use of factor and item analyses to evaluate psychometric properties of the measure and elicit the inherent domains comprising these phenomena, along with descriptive statistics to describe facets of organizational culture and OCBs that were most prevalent. RESULTS A total of 177 responses were delivered. Factor analysis of organizational culture revealed a five-factor solution emphasizing achievement orientation, professionalism, stability, supportiveness, and reflectiveness. OCB domains were along the possibility of faculty being virtuous, disrespectful, sportsmanlike, and benevolent/malevolent. Even while multi-faceted and avoiding a simple typological descriptor, academic pharmacy cultures were reportedly healthy. Sportsmanship, while still somewhat commonly observed, was seen less frequently than other behaviors. The measures demonstrated logical, cogent factor structures and excellent internal consistency reliability. CONCLUSIONS Psychometrically well-performing measures were used to assess the multi-faceted organizational culture of academic pharmacy programs and the organizational citizenship behaviors of its constituent faculty. The results can be used to measure these phenomena at individual organizations for benchmarking and to inform future inquiries that can assist with development of strategies that impact academic worklife and outcomes.
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Affiliation(s)
- Shane P Desselle
- College of Pharmacy, Touro University California, 1310, Club Drive, Vallejo, CA 94592, United States.
| | - Leela Raja
- College of Pharmacy, Touro University California, 1310, Club Drive, Vallejo, CA 94592, United States.
| | - Brienna Andrews
- College of Pharmacy, Touro University California, 1310, Club Drive, Vallejo, CA 94592, United States.
| | - Julia Lui
- College of Pharmacy, Touro University California, 1310, Club Drive, Vallejo, CA 94592, United States.
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Desselle SP, Semsick GR. Identification and Development of Items Comprising Organizational Citizenship Behaviors Among Pharmacy Faculty. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:168. [PMID: 28179717 PMCID: PMC5289724 DOI: 10.5688/ajpe8010168] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2015] [Accepted: 12/17/2015] [Indexed: 05/30/2023]
Abstract
Objective. Identify behaviors that can compose a measure of organizational citizenship by pharmacy faculty. Methods. A four-round, modified Delphi procedure using open-ended questions (Round 1) was conducted with 13 panelists from pharmacy academia. The items generated were evaluated and refined for inclusion in subsequent rounds. A consensus was reached after completing four rounds. Results. The panel produced a set of 26 items indicative of extra-role behaviors by faculty colleagues considered to compose a measure of citizenship, which is an expressed manifestation of collegiality. Conclusions. The items generated require testing for validation and reliability in a large sample to create a measure of organizational citizenship. Even prior to doing so, the list of items can serve as a resource for mentorship of junior and senior faculty alike.
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Affiliation(s)
- Shane P. Desselle
- Touro University California College of Pharmacy, Vallejo, California
- Kroger Food & Drug, Clarksville, Tennessee
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Allen GP, Moore WM, Moser LR, Neill KK, Sambamoorthi U, Bell HS. The Role of Servant Leadership and Transformational Leadership in Academic Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:113. [PMID: 27756921 PMCID: PMC5066916 DOI: 10.5688/ajpe807113] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2015] [Accepted: 01/05/2016] [Indexed: 05/30/2023]
Abstract
A variety of changes are facing leaders in academic pharmacy. Servant and transformational leadership have attributes that provide guidance and inspiration through these changes. Servant leadership focuses on supporting and developing the individuals within an institution, while transformational leadership focuses on inspiring followers to work towards a common goal. This article discusses these leadership styles and how they may both be ideal for leaders in academic pharmacy.
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Affiliation(s)
- George P. Allen
- University of New England College of Pharmacy, Portland, Maine
| | - W. Mark Moore
- Campbell University College of Pharmacy & Health Sciences, Buies Creek, North Carolina
| | - Lynette R. Moser
- Wayne State University Eugene Appelbaum College of Pharmacy and Health Sciences, Detroit, Michigan
| | - Kathryn K. Neill
- University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, Arkansas
| | - Usha Sambamoorthi
- West Virginia University School of Pharmacy, Morgantown, West Virginia
| | - Hershey S. Bell
- Lake Erie College of Osteopathic Medicine School of Pharmacy, Erie, Pennsylvania
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Janke KK, Nelson MH, Bzowyckyj AS, Fuentes DG, Rosenberg E, DiCenzo R. Deliberate Integration of Student Leadership Development in Doctor of Pharmacy Programs. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:2. [PMID: 26941428 PMCID: PMC4776295 DOI: 10.5688/ajpe8012] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2015] [Accepted: 04/27/2015] [Indexed: 05/14/2023]
Abstract
The CAPE 2013 Outcomes answered the call for increased student leadership development (SLD) by identifying leadership as a desired curricular goal. To meet this outcome, colleges and schools of pharmacy are advised to first identify a set of SLD competencies aligned with their institution's mission and goals and then organize these competencies into a SLD framework/model. Student leadership development should be integrated vertically and horizontally within the curriculum in a deliberate and longitudinal manner. It should include all student pharmacists, begin at the point of admission, and extend beyond extracurricular activities. The school's assessment plan should be aligned with the identified SLD competencies so student learning related to leadership is assessed. To accomplish these recommendations, a positive environment for SLD should be cultivated within the school, including administrative backing and resources, as well as support among the broader faculty for integrating SLD into the curriculum.
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Affiliation(s)
- Kristin K. Janke
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | | | | | | | - Ettie Rosenberg
- West Coast University School of Pharmacy, Los Angeles, California
| | - Robert DiCenzo
- Albany College of Pharmacy and Health Sciences, Albany, New York
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Ramia E, Salameh P, Btaiche IF, Saad AH. Mapping and assessment of personal and professional development skills in a pharmacy curriculum. BMC MEDICAL EDUCATION 2016; 16:19. [PMID: 26772809 PMCID: PMC4715283 DOI: 10.1186/s12909-016-0533-4] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2015] [Accepted: 12/16/2015] [Indexed: 05/13/2023]
Abstract
BACKGROUND Health sciences programs are increasingly expanding their curricula to bridge foundational scientific knowledge with needed skills to practice and patient care. The primary objectives of this study are to 1) assess whether the personal and professional development (PPD) subdomains (self-assessment, leadership, innovation and entrepreneurship, and professionalism) are integrated in a pharmacy curriculum; and 2) identify any gaps related to the subdomains' learning objectives. METHODS Four different mapping activities were completed to create a comprehensive mapping plan regarding the integration of the PPD subdomains in the curriculum. The first mapping activity entailed matching the school's program educational outcomes (PEOs) to these subdomains (Step 1). Mapping of the enacted curriculum by faculty (Step 2) and learned curriculum by students (Step 3) were also completed in order to evaluate the integration of these subdomains in the curriculum. Finally, Step 4 involved mapping of the assessed curriculum by analyzing the progress of students on PPD-related competencies using standardized scoring rubrics and the correlation between students' and facultys' assessments with regard to matching competencies. The Cochrane's Q test and the Cohen's kappa coefficient were used in the statistical analysis of parametric data. RESULTS The subdomains were found to be woven across curricular, co-curricular, and extra-curricular activities based on the four different mapping activities. Faculty and students agreed that the PPD competencies are integrated in the curriculum; provided example courses, experiences and activities; and identified areas of further improvements. The completed mapping activities drove the development of action plans for remediation of identified gaps in the curriculum. CONCLUSION Mapping activities showed the sequential integration of the PPD skills at different depths and breadths in the curriculum. This study provides an example to health sciences schools on the incorporation of the PPD skills in their curricular, co-curricular and extra-curricular activities as current accreditation standards have directed Pharmacy programs to integrate and enforce them in their curricula.
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Affiliation(s)
- Elsy Ramia
- Department of Pharmacy Practice, School of Pharmacy, Lebanese American University, P.O.Box: 36 (S23), Byblos, Lebanon.
| | - Pascale Salameh
- Department of Pharmacy Practice, School of Pharmacy, Lebanese American University, P.O.Box: 36 (S23), Byblos, Lebanon.
| | - Imad F Btaiche
- School of Pharmacy, Lebanese American University, P.O.Box: 36, Byblos, Lebanon.
| | - Aline Hanna Saad
- Department of Pharmacy Practice, School of Pharmacy, Lebanese American University, P.O.Box: 36 (S23), Byblos, Lebanon.
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Mangione RA, Duncan WC, Johnson MS, Law AV, Knight DN, Worrall CL, Lang WG. Report of the 2014-2015 AACP Standing Committee on Advocacy: Access, Affordability and Accountability: Academic Pharmacy's Approaches and Challenges in Addressing Issues of Higher Education Policy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:S14. [PMID: 26688588 PMCID: PMC4678757 DOI: 10.5688/ajpe798s14] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Affiliation(s)
- Robert A Mangione
- St. John's University College of Pharmacy and Health Sciences, Jamaica, New York
| | - Wendy C Duncan
- Drake University College of Pharmacy and Health Sciences, Des Moines, Iowa
| | - Mark S Johnson
- Shenandoah University Bernard J.L. Dunn School of Pharmacy, Winchester, Virginia
| | - Anandi V Law
- Western University of Health Sciences College of Pharmacy, Pomona, California
| | | | - Cathy L Worrall
- South Carolina College of Pharmacy, Charleston, South Carolina
| | - William G Lang
- American Association of Colleges of Pharmacy, Alexandria, Virginia
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Boyle CJ. Capitalizing on Foundations in Citizenship Address of the 2014-2015 President-elect to the 2015 AACP House of Delegates. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:S5. [PMID: 26430281 PMCID: PMC4584386 DOI: 10.5688/ajpe796s5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
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Phillips JA, McLaughlin MM, Gettig JP, Fajiculay JR, Advincula MR. An analysis of motivation factors for students' pursuit of leadership positions. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:08. [PMID: 25741024 PMCID: PMC4346820 DOI: 10.5688/ajpe79108] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2014] [Accepted: 07/07/2014] [Indexed: 05/13/2023]
Abstract
OBJECTIVE To identify factors that influence student involvement and leadership within organizations and to assess the impact of involvement in organizations on professional skill development. METHODS A printed survey was administered to fourth-year pharmacy students at one college of pharmacy (N=202). RESULTS Most students (82%) indicated they were involved in at least one organization during pharmacy school and 58% reported holding a leadership position at some point. Factors with the largest impact on involvement in organizations were desire to present a well-rounded image to employers, ability to network, and interest in the activities sponsored by the organization. Involvement in professional organizations had a strong influence on their leadership, teamwork, confidence, and time-management skills. CONCLUSION That presenting a well-rounded image to employers and having the ability to network with mentors and peers drove student involvement in professional organizations may be reflective of increasing competition for residencies and jobs.
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Affiliation(s)
- Jennifer A Phillips
- Midwestern University Chicago College of Pharmacy, Downers Grove, Illinois ; Advocate Lutheran General Hospital, Park Ridge, Illinois
| | - Milena M McLaughlin
- Midwestern University Chicago College of Pharmacy, Downers Grove, Illinois ; Northwestern Memorial Hospital, Chicago, Illinois
| | - Jacob P Gettig
- Midwestern University Chicago College of Pharmacy, Downers Grove, Illinois
| | - Jay R Fajiculay
- Purdue University College of Pharmacy, West Lafayette, Indiana ; Eli Lilly and Company, Indianapolis, Indiana ; United States Food and Drug Administration, Silver Spring, Maryland
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Bradley-Baker LR, Murphy NL. Leadership development of student pharmacists. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2013; 77:219. [PMID: 24371343 PMCID: PMC3872938 DOI: 10.5688/ajpe7710219] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2013] [Accepted: 10/12/2013] [Indexed: 05/30/2023]
Affiliation(s)
| | - Nanci L. Murphy
- University of Washington School of Pharmacy, Seattle, Washington
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