OBJECTIVE: To develop and implement a course that develops pharmacy students' leadership skills and encourages them to become leaders within the profession. DESIGN: A leadership course series was offered to pharmacy students on 2 campuses. The series incorporated didactic, experiential, and self-directed learning activities, and focused on developing core leadership skills, self-awareness, and awareness of the process for leading change. ASSESSMENT: Students reported increased knowledge and confidence in their ability to initiate and lead efforts for change. The learning activities students' valued most were the StrengthsFinder assessment (67% of students rated "very useful") and a Leadership Networking Partners (LNP) program (83% of students rated "very useful"). CONCLUSION: Teaching leadership skills poses a significant challenge in curriculum development and requires multifaceted course design elements that resonate with students and engage the practice community. Addressing these requirements results in a high level of student engagement and a desire to continue the development of leadership skills.
OBJECTIVE: To develop and implement a course that develops pharmacy students' leadership skills and encourages them to become leaders within the profession. DESIGN: A leadership course series was offered to pharmacy students on 2 campuses. The series incorporated didactic, experiential, and self-directed learning activities, and focused on developing core leadership skills, self-awareness, and awareness of the process for leading change. ASSESSMENT: Students reported increased knowledge and confidence in their ability to initiate and lead efforts for change. The learning activities students' valued most were the StrengthsFinder assessment (67% of students rated "very useful") and a Leadership Networking Partners (LNP) program (83% of students rated "very useful"). CONCLUSION: Teaching leadership skills poses a significant challenge in curriculum development and requires multifaceted course design elements that resonate with students and engage the practice community. Addressing these requirements results in a high level of student engagement and a desire to continue the development of leadership skills.
Authors: Holly L Mason; Mitra Assemi; Bethanne Brown; Jeff J Cain; Wendy C Cox; Stephen J Cutler; Vern K Duba; Evan T Robinson; Cecilia M Plaza Journal: Am J Pharm Educ Date: 2011-12-15 Impact factor: 2.047
Authors: Andy Wallman; Sofia Kälvemark Sporrong; Maria Gustavsson; Asa Kettis Lindblad; Markus Johansson; Lena Ring Journal: Am J Pharm Educ Date: 2011-12-15 Impact factor: 2.047
Authors: Brandon J Patterson; Oscar W Garza; Matthew J Witry; Elizabeth H Chang; Donald E Letendre; Coralynn B Trewet Journal: Am J Pharm Educ Date: 2013-12-16 Impact factor: 2.047
Authors: Kristin K Janke; Karen B Farris; Katherine A Kelley; Vincent D Marshall; Kimberly S Plake; Steven A Scott; Todd D Sorensen; Gary C Yee Journal: Am J Pharm Educ Date: 2015-05-25 Impact factor: 2.047
Authors: Jennifer A Phillips; Milena M McLaughlin; Jacob P Gettig; Jay R Fajiculay; M Renee Advincula Journal: Am J Pharm Educ Date: 2015-02-17 Impact factor: 2.047