Implementation and evaluation of a learner-driven leadership initiative for pharmacy students and pharmacy residents.
Introduction: Leadership training is a crucial component of the pharmacy education curriculum. ACPE standards 4 & 9 emphasize and encourage the use of different leadership initiatives while universities employ different tactics with varying levels of success. Leadership theory debates if leader...
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| Format: | Article |
| Language: | English |
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University of Minnesota Libraries Publishing
2024-03-01
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| Series: | INNOVATIONS in Pharmacy |
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| Online Access: | https://pubs.lib.umn.edu/index.php/innovations/article/view/5767 |
| _version_ | 1827312032151502848 |
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| author | Molly Corder Jason Isch Ryan Ades |
| author_facet | Molly Corder Jason Isch Ryan Ades |
| author_sort | Molly Corder |
| collection | DOAJ |
| description |
Introduction: Leadership training is a crucial component of the pharmacy education curriculum. ACPE standards 4 & 9 emphasize and encourage the use of different leadership initiatives while universities employ different tactics with varying levels of success. 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, fourth-year APPE students on an ambulatory care rotation, and 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’s 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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| first_indexed | 2024-04-24T20:38:23Z |
| format | Article |
| id | doaj.art-033f9e8e8a0b491d900e10480f687751 |
| institution | Directory Open Access Journal |
| issn | 2155-0417 |
| language | English |
| last_indexed | 2024-04-24T20:38:23Z |
| publishDate | 2024-03-01 |
| publisher | University of Minnesota Libraries Publishing |
| record_format | Article |
| series | INNOVATIONS in Pharmacy |
| spelling | doaj.art-033f9e8e8a0b491d900e10480f6877512024-03-21T19:37:39ZengUniversity of Minnesota Libraries PublishingINNOVATIONS in Pharmacy2155-04172024-03-0115110.24926/iip.v15i1.5767Implementation and evaluation of a learner-driven leadership initiative for pharmacy students and pharmacy residents.Molly Corder0Jason Isch1Ryan Ades2Butler UniversityManchester UniversityPurdue University Introduction: Leadership training is a crucial component of the pharmacy education curriculum. ACPE standards 4 & 9 emphasize and encourage the use of different leadership initiatives while universities employ different tactics with varying levels of success. 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, fourth-year APPE students on an ambulatory care rotation, and 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’s 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. https://pubs.lib.umn.edu/index.php/innovations/article/view/5767LeadershipAmbulatory CareProfessional Development |
| spellingShingle | Molly Corder Jason Isch Ryan Ades Implementation and evaluation of a learner-driven leadership initiative for pharmacy students and pharmacy residents. INNOVATIONS in Pharmacy Leadership Ambulatory Care Professional Development |
| title | Implementation and evaluation of a learner-driven leadership initiative for pharmacy students and pharmacy residents. |
| title_full | Implementation and evaluation of a learner-driven leadership initiative for pharmacy students and pharmacy residents. |
| title_fullStr | Implementation and evaluation of a learner-driven leadership initiative for pharmacy students and pharmacy residents. |
| title_full_unstemmed | Implementation and evaluation of a learner-driven leadership initiative for pharmacy students and pharmacy residents. |
| title_short | Implementation and evaluation of a learner-driven leadership initiative for pharmacy students and pharmacy residents. |
| title_sort | implementation and evaluation of a learner driven leadership initiative for pharmacy students and pharmacy residents |
| topic | Leadership Ambulatory Care Professional Development |
| url | https://pubs.lib.umn.edu/index.php/innovations/article/view/5767 |
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