{"title":"Assessment of Student-Reported Preparedness in Leadership and Professional Service Management Post Capstone Course.","authors":"Tatiana Makhinova, Michelle Deng","doi":"10.1016/j.ajpe.2024.101331","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>Our objective was to explore the effectiveness and utility of a newly introduced capstone course for developing leadership and management skills in pharmacy students.</p><p><strong>Methods: </strong>A secondary analysis was conducted on pre and post-course questionnaire data collected from third-year doctoral-level students and their mentors. Frequency and mean scores of responses to statements regarding confidence in leadership, management, and collaboration skills scored on the Likert scale were presented. Open-ended comments from both students and mentors were also grouped and summarized.</p><p><strong>Results: </strong>For all questionnaire items related to confidence self-assessment, the majority of students responded either agree (40-69% per question) or strongly agree (6-56% per question). Students also showed a significant increase in confidence in their management skills after completing the course. Student comments and feedback regarding the course were grouped into three major categories: content, timeline/organization, and group dynamics.</p><p><strong>Conclusion: </strong>Based on feedback from both students and mentors, the capstone course is a valuable learning experience for pharmacy students and is an effective tool for developing leadership, management, and collaboration skills. The value of in-person learning, engaged mentors, and real-world relevance for the capstone project is highlighted.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101331"},"PeriodicalIF":3.8000,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1016/j.ajpe.2024.101331","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Objective: Our objective was to explore the effectiveness and utility of a newly introduced capstone course for developing leadership and management skills in pharmacy students.
Methods: A secondary analysis was conducted on pre and post-course questionnaire data collected from third-year doctoral-level students and their mentors. Frequency and mean scores of responses to statements regarding confidence in leadership, management, and collaboration skills scored on the Likert scale were presented. Open-ended comments from both students and mentors were also grouped and summarized.
Results: For all questionnaire items related to confidence self-assessment, the majority of students responded either agree (40-69% per question) or strongly agree (6-56% per question). Students also showed a significant increase in confidence in their management skills after completing the course. Student comments and feedback regarding the course were grouped into three major categories: content, timeline/organization, and group dynamics.
Conclusion: Based on feedback from both students and mentors, the capstone course is a valuable learning experience for pharmacy students and is an effective tool for developing leadership, management, and collaboration skills. The value of in-person learning, engaged mentors, and real-world relevance for the capstone project is highlighted.
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