Career Progression of the Pharmacy/MBA Professional: Characterization and Perceptions of the Combined Degree

Daly, Christopher J.; Tierney, Sarah-Elizabeth L.; O’Brien, Erin Keely; Fiebelkorn, Karl D.; Jacobs, David M.

doi:10.5688/ajpe81472

Cited by 8 publications

(8 citation statements)

References 4 publications

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“…During the curricula described in this article the students/trainees typically progress from “advanced beginner” to “proficient” expertise; they are considered “competent” at the boundary between university education and specialization [ 15 ]. As the curriculum progresses the role of teachers is expected to change considerably [ 3 ].…”

Section: Common Design Principlesmentioning

confidence: 99%

“…Development of professional expertise not only takes time, but also requires specific training and coaching trajectories [ 9 , 15 ]. Several teaching and learning principles for effective development of expertise can be derived from the educational research literature [ 9 , 14 ].…”

Section: Common Design Principlesmentioning

confidence: 99%

“…Several studies have described design principles for study programs that foster the development of self-directed and self-regulated learning at the boundary between higher education and work [ 12 , 13 ]. More explicitly, Elvira et al [ 14 ]—based on the Integrated Pedagogy Model and an integrative literature review—have defined ten design principles, which support and foster the development of professional expertise [ 15 ]. These instructional principles are intended to facilitate transformation of theoretical/conceptual knowledge into practical/experiential knowledge (and vice versa) and to stimulate the use of self-regulation for reflecting on both practical and conceptual knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Alignment of CanMEDS-Based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands

et al. 2020

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In this article the design of three master programs (MSc in Pharmacy) and two postgraduate specialization programs for community or hospital pharmacist is described. After a preceding BSc in Pharmacy, these programs cover the full pharmacy education capacity for pharmacists in primary and secondary health care in the Netherlands. All programs use the CanMEDS framework, adapted to pharmacy education and specialization, which facilitates the horizontal integration of pharmacists’ professional development with other health care professions in the country. Moreover, it is illustrated that crossing the boundary from formal (university) education to experiential (workplace) education is eased by a gradual change in time spent in these two educational environments and by the use of comparable monitoring, feedback, and authentic assessment instruments. A reflection on the curricula, based on the principles of the Integrative Pedagogy Model and the Self-determination Theory, suggests that the alignment of these educational programs facilitates the development of professional expertise and professional identity of Dutch pharmacists.

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Section: Common Design Principlesmentioning

confidence: 99%

Section: Common Design Principlesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Alignment of CanMEDS-Based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands

et al. 2020

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“…When their EBP skills are viewed in the context of the five stages of learning, graduates in the current study may have moved through novice and advanced beginner levels during EBP training across the physiotherapy program, and enter the workforce at a competent level [ 27 ]. Coaching and a balance of supervision and autonomy, with encouragement to self-reflect and justify decisions may have supported achievement of this level of EBP skills [ 28 ]. To reach the fourth level of proficiency in EBP skill, there needs to be support in decision-making and self-reflection in relation to more complex experiences to build confidence [ 28 ].…”

Section: Discussionmentioning

confidence: 99%

Changes in physiotherapists’ perceptions of evidence-based practice after a year in the workforce: A mixed-methods study

2020

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Background Few studies have explored evidence-based practice (EBP) knowledge, attitudes and behaviours of health professional graduates transitioning into the workforce. This study evaluated changes in these EBP domains in physiotherapists after one year of working. Method A mixed methods design was used. Participants completed two psychometrically-tested EBP questionnaires at two timepoints. The Evidence-Based Practice Profile questionnaire collected self-report EBP data (Terminology, Relevance, Confidence, Practice, Sympathy) and the Knowledge of Research Evidence Competencies collected objective data (Actual Knowledge). Changes were calculated using descriptive statistics (paired t-tests, 95% CI, effect sizes). Qualitative interview data collected at one timepoint were analysed using a descriptive approach and thematic analysis, to examine the lived experience of participants in the context of their first employment. The aim of the mixed methods approach was a broader and deeper understanding of participants’ first year of employment and using EBP. Results Data were analysed from 50 participants who completed both questionnaires at the two timepoints. After one year in the workforce, there was a significant decrease in participants’ perceptions of Relevance (p<0.001) and Confidence with EBP (p<0.001) and non-significant decreases in the other domains. Effect sizes showed medium decreases for Relevance (0.69) and Confidence (0.57), small decreases in Terminology (0.28) and Practice (0.23), and very small decreases in Sympathy (0.08) and Actual Knowledge (0.11). Seven themes described participants experience of using EBP in their first working year. Conclusions After a year in the workplace, confidence and perceptions of relevance of EBP were significantly reduced. A subtle interplay of features related to workplace culture, competing demands to develop clinical skills, internal and external motivators to use EBP and patient expectations, together with availability of resources and time, may impact early graduates’ perceptions of EBP. Workplace role models who immersed themselves in evidence discussion and experience were inspiring to early graduates.

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“…Previous research related to dual PharmD/MBA degree-earning students found that the majority of graduates entered the pharmaceutical industry, chain pharmacy, hospital/institutional, or managed care pharmacy. 18 Business management programs may be helpful to gain the foundational knowledge and skills frequently identified with entrepreneurs, but evidence from a sample of these dual degree students suggests the motivation stems from a desire to be more competitive in an existing job market rather than to create new business opportunities. 19 Leadership was also identified as foundational knowledge as well as a skill necessary for entrepreneurs, which CAPE identified in its own subsection of the 2013 Educational Outcomes.…”

Section: Knowledge Skills and Attitudesmentioning

confidence: 99%

Pharmapreneur – Defining a Framework for Entrepreneurship in Pharmacy Education

Mattingly

Abdelwadoud

Mullins

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To determine the role of entrepreneurism within the broader missions of schools of pharmacy and develop an educational framework to produce pharmacist entrepreneurs. Methods. Following a systematic review and six semi-structured interviews, a three-round Delphi process was conducted with an expert panel comprised of successful entrepreneurs, pharmacy faculty members and administrators, students, and community members. Participants were asked about the role of entrepreneurship in a pharmacy school's mission, how they would define a pharmacist entrepreneur, and to identify the knowledge, skills, and attitudes (KSAs) expected to be successful as a pharmacist entrepreneur. A model for entrepreneur education was also developed in accordance with Bloom's taxonomy. Participant agreement and rankings were reported. Results. Based on the semi-structured interviews and the results from the Delphi process, the following framework for a pharmacist entrepreneur was proposed along with a list of KSAs: identifies, creates, and pursues new opportunities; successfully implements new ideas into practice; is willing to take risks; fills unmet needs; creates new value through innovation; is responsive to change; makes sacrifices; includes social and intrapreneurship; leverages existing knowledge, skills, and resources; goes beyond traditional roles for pharmacists; and improves patient care. Recommendations for entrepreneurship instruction, guided by Bloom's taxonomy of cognitive processes, were created. Conclusion. According to our expert panel, a pharmacist entrepreneur combines several characteristics identified with a more traditional entrepreneur construct with the characteristics of an individual devoted to achieving outcomes beyond one's personal gain. Additional research to inform implementation and assessment of entrepreneurship within pharmacy curricula would provide more specific guidance for instructional design and accreditation evaluations.

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Career Progression of the Pharmacy/MBA Professional: Characterization and Perceptions of the Combined Degree

Cited by 8 publications

References 4 publications

Alignment of CanMEDS-Based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands

Alignment of CanMEDS-Based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands

Changes in physiotherapists’ perceptions of evidence-based practice after a year in the workforce: A mixed-methods study

Pharmapreneur – Defining a Framework for Entrepreneurship in Pharmacy Education

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