Assessment of Student-Reported Preparedness in Leadership and Professional Service Management Post Capstone Course
Bibliographic record
Abstract
OBJECTIVE: Our objective was to explore the effectiveness and utility of a newly introduced capstone course for developing leadership and management skills in pharmacy students. METHODS: A secondary analysis was conducted on precourse and postcourse questionnaire data collected from third-year doctoral-level students and their mentors. The frequency and mean scores of responses to statements regarding confidence in leadership, management, and collaboration skills scored on the Likert scale were presented. Open-ended comments from students and mentors were also grouped and summarized. RESULTS: For all questionnaire items related to the confidence self-assessment, the majority of students responded either agree (40%-69% per question) or strongly agree (6%-56% per question). Students also showed a significant increase in confidence in their management skills after completing the course. Student comments and feedback regarding the course were grouped into 3 major categories: content, timeline/organization, and group dynamics. CONCLUSION: Based on feedback from students and mentors, the capstone course is a valuable learning experience for pharmacy students and an effective tool for developing leadership, management, and collaboration skills. The value of in-person learning, engaged mentors, and real-world relevance for the capstone project is highlighted.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".