Leadership development in health professions

Alena C Hampton; Kelechi C Ogbonna; Vasco M Pontinha; David Holdford

doi:10.1016/j.cptl.2023.12.011

Leadership development in health professions

Curr Pharm Teach Learn. 2024 Feb;16(2):132-143. doi: 10.1016/j.cptl.2023.12.011. Epub 2024 Jan 3.

Authors

Alena C Hampton¹, Kelechi C Ogbonna², Vasco M Pontinha³, David Holdford⁴

Affiliations

¹ Academic Affairs and Student Success, Rehabilitation Counseling, Virginia Commonwealth University, College of Health Professions, 900 E. Leigh Street, P.O. Box 980233, Richmond, VA, United States. Electronic address: achampton@vcu.edu.
² Virginia Commonwealth University School of Pharmacy, 410 N 12th Street, P.O. Box 980581, Richmond, VA 23298-0533, United States. Electronic address: Kcunegbuogbo@vcu.edu.
³ Department of Pharmacotherapy & Outcomes Science, Virginia Commonwealth University School of Pharmacy, United States. Electronic address: vieiradasilvv@vcu.edu.
⁴ Department of Pharmacotherapy & Outcomes Science, International Programs, Virginia Commonwealth University School of Pharmacy, United States. Electronic address: daholdfo@vcu.edu.

PMID: 38171980
DOI: 10.1016/j.cptl.2023.12.011

Abstract

Background and purpose: Despite changing clinical care dynamics, health professions education has been slow in addressing gaps in leadership development as teaching and assessment of clinical care-related knowledge, skills, and attitudes remain central across curricula. While accreditation standards across health professions programs acknowledge the importance of leadership development within curricula, it remains an underrepresented aspect of health professions training.

Educational activity and setting: Given the varied approach to leadership training, we set out to develop a tailored approach to leadership development that integrated the Center for the Advancement of Pharmacy Education (CAPE) outcomes and was based on self-awareness, skill-building, and application. This pilot included three cohorts of doctor of pharmacy students and measured their knowledge, skills, and self-awareness as they progressed through this year-long program. It also measured leadership competency attainment using a pre- and post-assessment in one cohort.

Findings: Participant satisfaction was assessed using session and program evaluations, while self-perception of growth and leadership competency attainment was assessed using a survey that was administered before and after program participation. Participants found the program to be beneficial in meeting stated objectives and in creating a conducive learning environment. Results of the pre- and post-assessment indicated growth in all dimensions of self-perception of knowledge, skills, and self-awareness, as well as attainment of leadership competency personal leadership commitment and leadership knowledge.

Summary: Offering co-curricular leadership development programs based on CAPE outcomes and leadership competencies provided students with the opportunity to develop leadership skills and acquire knowledge needed to be effective healthcare leaders.

Keywords: Co-curricular; Health professions; Leadership; Pharmacy; Professional development.

MeSH terms

Curriculum
Education, Pharmacy*
Health Occupations
Humans
Leadership*
Learning