Implementation and evaluation of a learner-driven leadership initiative for pharmacy students and pharmacy residents.

Innovations in pharmacy Pub Date : 2024-03-18 eCollection Date: 2024-01-01 DOI:10.24926/iip.v15i1.5767
Molly Corder, Jason Isch, Ryan S Ades
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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.

针对药学专业学生和药学住院医师的学习驱动型领导力倡议的实施与评估。
导言:领导力培训是药学教育课程的重要组成部分。药学教育认证委员会(ACPE)强调并鼓励采用不同的领导力措施,各大学在实施这些措施时也采用了成功程度不一的策略。"领导力理论 "争论的焦点是,领导力是可以学习的,还是与生俱来的技能。本文探讨了学习型领导力,并介绍了一项针对不同层次药剂学学习者的小型研究,以培养领导力的自信心和自我意识。教育背景和方法:参加领导力选修课的二年级和三年级授课学生、自愿参加门诊护理轮转的四年级高级药学实践经验(APPE)学生以及研究生一年级(PGY1)药学住院医师都参与了这项活动。在体验过程中,每个学员都主持了领导力读书会讨论,并完成了专业发展活动。学员们对领导力的看法在活动开始前和结束后进行了前后期调查研究。调查结果与讨论:结果表明,从调查前到调查后,学员对自己领导技能的自信心和自我意识都有所提高。对定性回答的评估显示,学员认为在药学培训中增加更多的领导力培养是有价值的。大多数学员认为,促进领导力书籍讨论是这项活动中最有价值的部分,并认为他们在职业生涯中几乎每天都会利用从这些讨论中获得的技能。研究结果表明,从研究前到研究后,PGY1 级药学住院医师的得分增长最为显著,而授课学生的得分增长最少。影响:我们的研究结果表明,以学习者为主导的领导力活动,特别是由学习者主持的读书俱乐部讨论,有利于将其纳入授课式和体验式课程中。这些讨论可以应用于课程的许多方面,只需极少的资源,并对学生领导力发展的预期效益有合理的期望。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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