Examining the perception of undergraduate pharmacy students towards their leadership competencies: a mixed-methods study
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".