Examining the perception of undergraduate pharmacy students towards their leadership competencies: a mixed-methods study
Notice bibliographique
Résumé
Leadership development is crucial for pharmacy students to meet the evolving demands of healthcare. However, research on pharmacy students' perceptions of their leadership competencies and development opportunities remains limited. This study explores students’ perceptions at the College of Pharmacy at Qatar University (CPH-QU), regarding their leadership knowledge, skills, attitudes, and available opportunities for leadership development. An explanatory mixed-methods approach was employed. The quantitative phase involved the development, validation and administration of a questionnaire to all undergraduate CPH-QU students (N = 187), with a minimum required sample size of 126 students. Data were analyzed using SPSS®, incorporating both descriptive and inferential analysis. In the qualitative phase, four virtual focus groups (FGs) were conducted via Microsoft Teams®, guided by a topic guide based on the Medical Leadership Competency Framework. The FGs were transcribed verbatim and analyzed thematically using NVivo®. The questionnaire response rate was 98.4% (184 responses out of 187), with a usability rate of 70.1% (129 responses out of 184) after excluding students who only completed the demographic section. The study indicated a fair level of leadership knowledge (Median [IQR] = 59.0 [7.0]), skills (Mean [SD] = 109.9 [11.9]), and attitude toward leadership (Median [IQR] = 38.0 [7.0]) among students. Qualitative data further confirmed that the CPH-QU supports the development of students’ leadership knowledge, skills and positive attitudes through various curricular and extracurricular opportunities. Key opportunities highlighted by students included interprofessional education (IPE), clinical rotations, and the integration of leadership concepts within various courses. To further enhance leadership development, students recommended expanding IPE to be implemented in clinical rotations, standalone leadership courses and establishing exchange programs with international institutions. Students exhibit a fair level of leadership knowledge and skills, acknowledging their importance for their future professional roles as pharmacists. The importance of practical experience was particularly emphasized, with those having prior leadership experience showing a notably more positive attitude toward leadership. These findings highlight the need for a structured, comprehensive approach to leadership development in pharmacy education to more effectively prepare students for their professional careers.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».