2017 RISE Poster Template
Undergraduate Category: Health Sciences Degree Seeking: PharmD Abstract ID# 1521
Influence of Active Pharmacy Leadership Engagement on Student Attitudes and Self-Efficacy in Leadership Competencies Kelly Chia, Kimhouy Tong, Mitchell Tucci, PharmD Students Class of 2018; Margarita DiVall, PharmD, MEd, Clinical Professor P1: N=73 P2: N=112 P3: N=119 P4: N=58 Total participants N=362 What is the most active level at which you participate(d) in pharmacy organizations (consider the past 24 months)?
Figure 1: Demographics of study participants
Opportunity Introduction & Background: • The recent dynamic nature of the role of pharmacy in healthcare has heralded an increased appreciation for the importance of developing leaders within the pharmacy profession. • In 2013, the Center for Advancement of Pharmacy Education (CAPE) released Educational Outcomes that specifically expanded beyond the domains of pharmacy knowledge and skills to encompass professional skills and attributes, chief among them the demonstration of leadership.1 • There are multiple leadership development competencies that have been established by multiple organizations.2-6 However, only recently have institutions begun to develop deliberative methods on the implementation of these leadership outcomes in the academic curriculum.3 • Further, many students develop leadership qualities in an extracurricular setting which complicates how pharmacy schools measure and record the development of this crucial newly identified professional competency. Aim: To evaluate coverage of leadership-related competencies throughout curricular, co-curricular, and extracurricular experiences and student attitudes towards these competencies and related self-efficacy.
Approach Methods: • Previously published 11 competencies related to leadership CAPE outcome were used to comprehensively map the curriculum (Table 1).4 • A web-based survey was developed and administered to all PharmD students to evaluate leadership co-curricular and extracurricular activities, and attitudes towards and self-efficacy of 11 leadership competencies. • Descriptive statistics were used to evaluate student level of engagement in leadership activities and Mann-Whitney U test was used to compare students’ attitudes/self-efficacy based on their level of leadership experience.
Data/Results • Curriculum mapping revealed that all but one competency (leading change) were covered in the didactic and experiential courses. • 362 students (68%) completed the survey (Fig 1). When 142 students (39%) who reported active engagement in pharmacy student organizations (e-board member or chair of committee) were compared to the rest of the cohort, statistically significantly better attitudes and self-efficacy were seen in 7 of 11 competencies (Fig 2-3). Figure 2: Student Perceptions of Positive Leadership Statements
5. 6.
7. 8. 9. 10. 11.
Pharmacy Leadership Engagement No Pharmacy Leadership Engagement
3
40
**
**
I do not have enough time to participate in pharmacy organizations I do not participate in pharmacy organizations for financial reasons I am very active in a non-pharmacy organization I find it difficult to learn about and join clubs
50
2
30
I do not have interest in participating in pharmacy organizations My focus is on academics
20
Leadership Knowledge
Personal Leadership Commitment
Leadership Skill Development
Leadership Knowledge
Personal Leadership Commitment
Leadership Skill Development
Q19: Competency 11
Q17: Competency 9
Q16: Competency 8
Q15: Competency 7
Q13: Competency 6
Q12: Competency 6
Q8: Competency 5
Q5: Competency 4
Q3: Competency 3
Q1: Competency 1
Q18: Competency 10
Q14: Competency 7
Q11: Competency 6
Q10: Competency 5
Q9: Competency 5
Q7: Competency 5
Q6: Competency 4
Q4: Competency 3
1 Q2: Competency 2
Disagree
**
Develop a shared vision for an initiative or project. Collaborate with others. Lead members of a team. Develop knowledge of organizational culture. Outline change processes.
60
**
*
Demonstrate self-awareness in leadership. Engage in personal leadership development.
Figure 4: Barriers to Extracurricular Leadership Engagement
**
*
Explain the importance of leadership in pharmacy. Recognize that leadership comes from those with and without titles. Distinguish between leadership and management. Describe the characteristics, behaviors, and practices of effective leaders.
Leadership Skill Development
% Respondents
Agree
**
1. 2. 3. 4.
• For those not actively engaged in leadership, 3 most commonly cited reasons were lack of time (54%), focus on academics (44%), and being engaged in non-pharmacy organizations (41%) (Fig 4). • Attitudes and self-efficacy of 72 students (19.9%) who reported active engagement in organizations outside of pharmacy did not significantly differ from those not actively involved in any leadership.
*p
Influence of Active Pharmacy Leadership Engagement on Student Attitudes and Self-Efficacy in Leadership Competencies Kelly Chia, Kimhouy Tong, Mitchell Tucci, PharmD Students Class of 2018; Margarita DiVall, PharmD, MEd, Clinical Professor P1: N=73 P2: N=112 P3: N=119 P4: N=58 Total participants N=362 What is the most active level at which you participate(d) in pharmacy organizations (consider the past 24 months)?
Figure 1: Demographics of study participants
Opportunity Introduction & Background: • The recent dynamic nature of the role of pharmacy in healthcare has heralded an increased appreciation for the importance of developing leaders within the pharmacy profession. • In 2013, the Center for Advancement of Pharmacy Education (CAPE) released Educational Outcomes that specifically expanded beyond the domains of pharmacy knowledge and skills to encompass professional skills and attributes, chief among them the demonstration of leadership.1 • There are multiple leadership development competencies that have been established by multiple organizations.2-6 However, only recently have institutions begun to develop deliberative methods on the implementation of these leadership outcomes in the academic curriculum.3 • Further, many students develop leadership qualities in an extracurricular setting which complicates how pharmacy schools measure and record the development of this crucial newly identified professional competency. Aim: To evaluate coverage of leadership-related competencies throughout curricular, co-curricular, and extracurricular experiences and student attitudes towards these competencies and related self-efficacy.
Approach Methods: • Previously published 11 competencies related to leadership CAPE outcome were used to comprehensively map the curriculum (Table 1).4 • A web-based survey was developed and administered to all PharmD students to evaluate leadership co-curricular and extracurricular activities, and attitudes towards and self-efficacy of 11 leadership competencies. • Descriptive statistics were used to evaluate student level of engagement in leadership activities and Mann-Whitney U test was used to compare students’ attitudes/self-efficacy based on their level of leadership experience.
Data/Results • Curriculum mapping revealed that all but one competency (leading change) were covered in the didactic and experiential courses. • 362 students (68%) completed the survey (Fig 1). When 142 students (39%) who reported active engagement in pharmacy student organizations (e-board member or chair of committee) were compared to the rest of the cohort, statistically significantly better attitudes and self-efficacy were seen in 7 of 11 competencies (Fig 2-3). Figure 2: Student Perceptions of Positive Leadership Statements
5. 6.
7. 8. 9. 10. 11.
Pharmacy Leadership Engagement No Pharmacy Leadership Engagement
3
40
**
**
I do not have enough time to participate in pharmacy organizations I do not participate in pharmacy organizations for financial reasons I am very active in a non-pharmacy organization I find it difficult to learn about and join clubs
50
2
30
I do not have interest in participating in pharmacy organizations My focus is on academics
20
Leadership Knowledge
Personal Leadership Commitment
Leadership Skill Development
Leadership Knowledge
Personal Leadership Commitment
Leadership Skill Development
Q19: Competency 11
Q17: Competency 9
Q16: Competency 8
Q15: Competency 7
Q13: Competency 6
Q12: Competency 6
Q8: Competency 5
Q5: Competency 4
Q3: Competency 3
Q1: Competency 1
Q18: Competency 10
Q14: Competency 7
Q11: Competency 6
Q10: Competency 5
Q9: Competency 5
Q7: Competency 5
Q6: Competency 4
Q4: Competency 3
1 Q2: Competency 2
Disagree
**
Develop a shared vision for an initiative or project. Collaborate with others. Lead members of a team. Develop knowledge of organizational culture. Outline change processes.
60
**
*
Demonstrate self-awareness in leadership. Engage in personal leadership development.
Figure 4: Barriers to Extracurricular Leadership Engagement
**
*
Explain the importance of leadership in pharmacy. Recognize that leadership comes from those with and without titles. Distinguish between leadership and management. Describe the characteristics, behaviors, and practices of effective leaders.
Leadership Skill Development
% Respondents
Agree
**
1. 2. 3. 4.
• For those not actively engaged in leadership, 3 most commonly cited reasons were lack of time (54%), focus on academics (44%), and being engaged in non-pharmacy organizations (41%) (Fig 4). • Attitudes and self-efficacy of 72 students (19.9%) who reported active engagement in organizations outside of pharmacy did not significantly differ from those not actively involved in any leadership.
*p
