A Systematic Review of Leadership Definitions, Competencies, and Assessment Methods in Pharmacy Education

Abstract

Objective. To characterize leadership definitions, competencies, and assessment methods used in pharmacy education, based on a systematic review of the literature. Findings. After undergoing title, abstract, and full-text review, 44 (10%) of 441 articles identified in the initial search were included in this report. Leadership or an aspect of leadership was defined in 37 (84%) articles, and specific leadership competencies were listed or described in 40 (91%) articles. The most common definitions of leadership involved motivating others toward the achievement of a specific goal and leading organizational change. Definitions of leadership in some articles required that individuals hold a formal leadership position whereas others did not. Only two leadership competencies were related to specific areas of knowledge. Most of the competencies identified were interpersonal and self-management skills. In terms of assessment, only one (2.3%) article assessed leadership effectiveness, and none assessed leadership development. Of the remaining 24 (55%) articles that included some type of assessment, most involved behavioral-based tools assessing individual attributes conceptually related to leadership (eg, strengths, emotional intelligence), or selfassessments regarding whether learning objectives in a leadership course had been met. Summary. Definitions for leadership in pharmacy varied considerably, as did leadership competencies. Most conceptualizations of leadership resembled a combination of established approaches rather than being grounded in a specific theory. If leadership development is to remain a focus within accreditation standards for Doctor of Pharmacy education, a consistent framework for operationalizing it is needed.

The research of international and national educational standards on leadership development for pharmacy students

“…Taking into account the keen focus on leadership issues in the USA, scientific publications in such *Corresponding author: aliekperova18@gmail.com American journals as the American Journal of Pharmaceutical Education and the Currents in Pharmacy Teaching and Learning have been analyzed. It allowed to highlight the main leadership development competencies (Junk et al 2013(Junk et al , 2016 [1,6], as well as to study their importance for students on the basis of Delphi method, a survey of students and a systematic review of the related literature (Feller et al, 2016and Tucci et al, 2017, Reed et al, 2019 [7,8,9]. The description of leadership development opportunities in the USA, as a rule, of courses and projects, the research of students' preferences regarding their content (Panther et al, 2017, Feller et al, 2016, Sucher et al, 2013, Patterson et al, 2013) might lead to the formation of key priorities on leadership issues for pharmacy students [7,10,11,12].…”

“…Despite the application of leadership opportunities in many schools of pharmacy in the USA, at present, the unified definition of leadership in pharmacy is absent, leadership competencies vary considerably, operationalization of main concepts and terms needs development (Reed et al, 2019) [9]. What is more, fullfledged and sustainable student leadership development in pharmacy depends not only on the existence of a suitable course or project, but on the creation of innovative and supportive climate at an educational institution (Junk et al, 2016) [1].…”

The development of elective discipline «Leadership in pharmacy» for training master of pharmacy, industrial pharmacy in Ukraine

“…Під час створення елективної дисципліни «Лідерство у фармації» було здійснено огляд літератури: проаналізовано міжнародні [3, 4] та зарубіжні стандарти вищої фармацевтичної освітив таких країнах як США [5], Великобританія [6], Австралія [7], Канада [8], стандарт вищої освіти для отримання освітньої кваліфікації магістр фармації, промислової фармації в Україні [9], досвід викладання дисциплін для розвитку лідерських компетенцій за кордоном, переважно у США [10][11][12][13].…”

“…Дані компетенції було сформульовано за результатами комплексного експертного опитування 26 інструкторів із лідерства та розбиті на три кластери: знання про лідерство (основні характеристики лідерства, важливість лідерства у фармації, приклади ефективних лідерів); особистісні лідерські компетенції (якості); лідерські навички (взаємодія в команді, знання організаційної структури, вміння формувати бачення розвитку організації, бути агентом змін та інше) [10]. Також були взяті до уваги результати досліджень інших закордонних науковців стосовно розвитку лідерськіх компетенцій у майбутніх фармацевтичних фахівців [11][12][13].…”

Identifying Priority Student Leadership and Professionalism Attributes Among Faculty, Preceptors, and Students via Modified Delphi

“…7 While Standards 2016 describe the leadership educational outcome as "the graduate is able to demonstrate responsibility for creating and achieving shared goals, regardless of position", 6 literature suggests that how leadership is defined, conceptualized, and assessed varies within pharmacy education. 8 Previous efforts have aimed to advance the understanding of leadership in pharmacy and reach consensus using Delphi methodology. 9,10,11 The Delphi is a research methodology involving a structured process for developing and measuring consensus on complex topics with limited or conflicting evidence using a panel of experts.…”