OBJECTIVE: To develop and implement a flexible-credit elective course to empower student pharmacists to develop lifelong leadership skills and provide teaching practice opportunities for graduate students. DESIGN: An elective course focusing on leadership development for second- and third-year doctor of pharmacy (PharmD) students was designed and taught by 4 graduate students under the mentorship of 2 faculty members. Student pharmacists could enroll in a 1-, 2-, or 3-credit-hour version of the course. ASSESSMENT: Attainment of course objectives was measured using student pharmacist reflection papers and continuing professional development portfolios. Additionally, self-assessments of graduate students and faculty members delivering the course were conducted. In their responses on course evaluations, student pharmacists indicated they found the course a valuable learning experience. Graduate students found course development to be challenging but useful in developing faculty skills. CONCLUSION: This flexible-credit elective course taught by graduate students was an innovative way to offer formal leadership instruction using limited college resources.
OBJECTIVE: To develop and implement a flexible-credit elective course to empower student pharmacists to develop lifelong leadership skills and provide teaching practice opportunities for graduate students. DESIGN: An elective course focusing on leadership development for second- and third-year doctor of pharmacy (PharmD) students was designed and taught by 4 graduate students under the mentorship of 2 faculty members. Student pharmacists could enroll in a 1-, 2-, or 3-credit-hour version of the course. ASSESSMENT: Attainment of course objectives was measured using student pharmacist reflection papers and continuing professional development portfolios. Additionally, self-assessments of graduate students and faculty members delivering the course were conducted. In their responses on course evaluations, student pharmacists indicated they found the course a valuable learning experience. Graduate students found course development to be challenging but useful in developing faculty skills. CONCLUSION: This flexible-credit elective course taught by graduate students was an innovative way to offer formal leadership instruction using limited college resources.
Authors: Melissa S Medina; Cecilia M Plaza; Cindy D Stowe; Evan T Robinson; Gary DeLander; Diane E Beck; Russell B Melchert; Robert B Supernaw; Victoria F Roche; Brenda L Gleason; Mark N Strong; Amanda Bain; Gerald E Meyer; Betty J Dong; Jeffrey Rochon; Patty Johnston Journal: Am J Pharm Educ Date: 2013-10-14 Impact factor: 2.047
Authors: Robert A Buzz Kerr; Diane E Beck; Jason Doss; JoLaine R Draugalis; Elaine Huang; Adrianne Irwin; Ashish Patel; Cynthia L Raehl; Brent Reed; Marilyn K Speedie; Lucinda L Maine; Jennifer Athay Journal: Am J Pharm Educ Date: 2009 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
Authors: Kristin K Janke; Michael H Nelson; Andrew S Bzowyckyj; David G Fuentes; Ettie Rosenberg; Robert DiCenzo Journal: Am J Pharm Educ Date: 2016-02-25 Impact factor: 2.047