An Advanced Pharmacy Practice Experience in Leadership Development

Objective. To describe the development and implementation of an advanced pharmacy practice experience (APPE) in leadership. Methods. A leadership APPE was created and continuously improved over five years from being mostly content-oriented to being more of an experiential offering by identifying and...

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Bibliographic Details
Published in:American journal of pharmaceutical education 2021-09, Vol.85 (8), p.813-818, Article 8361
Main Authors: Wilson, Jane E., Smith, Michael J., George, David L., Oliphant, Emily A.
Format: Article
Language:English
Subjects:
advanced pharmacy practice experience (APPE)
Behavioral Objectives
Brief
Careers
Classrooms
Colleges & universities
Curricula
Education
Educational research
Evaluation
experiential education
Experiential learning
Feedback
Leadership
Learning
Learning Strategies
Medical education
Methods
Pharmaceutical Education
Pharmaceutical sciences
Pharmacy
Professional development
Self awareness
Student Development
Students
Study and teaching
Teaching methods
Training
Transformational leadership
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Summary:Objective. To describe the development and implementation of an advanced pharmacy practice experience (APPE) in leadership. Methods. A leadership APPE was created and continuously improved over five years from being mostly content-oriented to being more of an experiential offering by identifying and implementing rich, practical leadership experiences. Activities included PhotoVoice, Power of Full Engagement, What’s Your Passion?, Transformational Leadership, Speech Acts, a Mindfulness Retreat, PeoplePack Dynamics, and a rowing experience at an Olympic training facility. After five years of developing and refining the APPE, faculty coordinators sought student feedback on the APPE beyond using a standardized APPE evaluation form students complete at the end of each rotation. Results. The majority of students agreed with all of the evaluation items. Items with the highest mean agreement included: content from previous didactic leadership courses were reinforced in the rotation; relevance of the rotation to one’s career; rotation objectives facilitated learning; and a variety of teaching methods helped in applying knowledge to future practice. Analysis of comments regarding the leadership APPE identified three main themes: gratitude, development, and more connection. Conclusion. An elective APPE with the primary purpose of leadership training and development can be created and incorporated into the Doctor of Pharmacy curriculum. This leadership APPE can serve as an example for other institutions interested in implementing a similar experience.
ISSN:0002-9459
1553-6467
DOI:10.5688/ajpe8361