Designing, Implementing, and Refining Student Leadership Development Programs in Pharmacy Curricula

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1 Designing, Implementing, and Refining Student Leadership Development Programs in Pharmacy Curricula Moderated by Abby A. Kahaleh, BPharm, MS, PhD, MPH April 29, 2015

2 Contact Information Abby A. Kahaleh, BPharm, MS, PhD, MPH Curriculum SIG Chair-Elect (Phone)

3 Presenters Jane Mort, PharmD. Associate Dean of Pharmacy for Academic Programs and Professor South Dakota State University College of Pharmacy Andrew Traynor, PharmD, BCPS. Chair, Pharmacy Practice, PGY1 Pharmacy Residency Program Director, and Associate Professor Concordia University Wisconsin School of Pharmacy

4 Objectives Describe a longitudinal leadership program for all students that encompasses activities from the first to the fourth year of the program. Discuss the impact of the longitudinal program on students' perceptions of leadership. Outline a process for utilizing backwards course design to deliver a Servant Leadership curriculum. Describe learning activities and results experienced from a Servant Leadership curriculum in pharmacy.

5 Presenter I Jane Mort, PharmD. Associate Dean of Pharmacy for Academic Programs Professor South Dakota State University College of Pharmacy

6 South Dakota State University Objectives Describe a longitudinal leadership program for all students that encompasses activities from the first to the fourth year of the program. Discuss the impact of the longitudinal program on students perceptions of leadership. Content Design Overarching principles Concepts and relationship to activities/assessments Individual activity construction Rubric example Leadership integration in combination activities Program Evaluation Evolution/Challenges/Future Directions

7 Longitudinal Leadership Program Genesis for our program In 2008 we: Identified the need to increase the number of graduates involved in leadership Sought to assure all students gained exposure to leadership. This included students who would otherwise never have considered leadership 12 Curricular Outcomes at the time with 1 focused on Leadership: Demonstrate an understanding of the concepts of leadership and social responsibility and apply these concepts to personal and professional life.

8 Leadership Program Design Overarching Principles Principle Guideline Implementation Leadership important for all students 1 & 7 Required of all Leadership development happens through a variety of experiences over time with multiple mentors Leadership is effectively carried out in a variety of ways 4,5,6 6 activities P1-4 9 faculty 11 Reflection is used to allow students to find what works for them Leadership is very different from management 12 P3 Leadership Leadership involves relationships 10 Reflections Traynor AP et al. AJPE 2013;77(10) Article 221.

9 Concepts Guiding Specific Activities Concept Leadership is best achieved when the leader is selfaware Leadership begins with a recognition of responsibility and the benefits of being a leader Leadership experiences are optimized through an understanding of leadership principles Guideline Leadership skills are developed through practice 2 Future leadership will be enhanced if students participate in an organization and contemplate future leadership possibilities Traynor AP et al. AJPE 2013;77(10) Article 221.

10 Operationalizing our Leadership Concepts in our Curriculum Concept Activity Placement Assessment Self-awareness StrengthsQuest Pre-Pharmacy - Orientation Recognize Responsibility Tool Activity Interview a Leader P1 Course Reflection Rubric evaluation Develop Knowledge Lecture P3 Management Course Exam Practice Serve as a Leader P3 PP Course Reflection Rubric evaluation Organizational Involve and Plan Attend Professional Organization Business Meeting P4 Reflection

11 Design of the Individual Activities Prompt that identifies key components for the assignment Specific Outcomes Required features for submission (reflection, proposal or poster) Guiding questions for reflections that facilitate leadership growth Submission/posting location Portfolio Online course management system Evaluation tool measure leadership outcomes

12 RUBRICS USED TO ASSESS INDIVIDUAL STUDENT WORK

13 Leader Interview - INDIVIDUAL PAPER GRADING RUBRIC PAPER REQUIREMENTS Description of the influence of the interview on the student Identification of a NEW future leadership opportunity Student s Professionalism in the interview Not Acceptable Acceptable Limited evidence that student has considered relevance of the interview to future No leadership position identified OR position does not meet criteria in directions Reported unprofessional behavior (rude, etc.) on part of student Meaningful evidence that student has considered relevance of the interview to future Leadership role identified and meets criteria Presumed to be professional if not reported otherwise Other requirements Assignment instructions not met Assignment instructions met Quality and depth of thought shown in Part Two of the report. Limited or no evidence that the student thoughtfully considered information shared by the leader or that the student thoughtfully considered pursuing a leadership position in the future Meaningful evidence that the student thoughtfully considered information shared by the leader and that the student thoughtfully considered pursuing a leadership position in the future

14 LEADERSHIP INTEGRATION IN COMBINATION WITH OTHER OUTCOMES

15 Concept Activity Placement Assessment Self-awareness StrengthsQuest Pre-Pharmacy -Orientation Tool Activity Recognize Responsibility Interview a Leader P1 Course Reflection Rubric evaluation Develop Knowledge Lecture P3 Management Course Exam Practice Serve as a Leader P3 PP Course Reflection Rubric evaluation Public Health Project - Group P3 PH course Project Proposal Summary Poster Rubric and Peer input Public Health Project Individual P4 Community APPE Checklist of Required Components Organizational Involve and Plan Attend Professional Organization Business Meeting P4 Reflection

16 Combination Activities Achievement of leadership outcomes occurs within other activities This type of activity more closely simulates leadership activities of graduates This type of experience would be best located in the latter portion of the curriculum Public Health Projects address: 2.3 Health and Wellness Promoter 2.4 Population-based Care 3.1 Problem solving 3.2 Education 3.3 Patient Advocacy 3.5 Cultural sensitivity 3.6 Communicator 4.2 Leadership 4.3 Innovation and entrepreneurship

17 EXAMPLES OF PROGRAM EVALUATION

18 Evaluation of the Program Leadership Survey focused on graduates perception of the leadership program 1 Qualitative analysis of reflections for the P3 leadership report and the P4 Professional meeting attendance 2 Assessment of Specific Innovative Components - Peer Input for the Online Public Health Project Summary 3 1. Innovations in Pharmacy 2014;5(3):Article School Poster. AACP Annual Meeting AJPE 2013;77(5) Article 109[abstract].

19 P4 Leadership Survey of Perceptions 2012, 2013 P4 students (138 students) April before graduation Objectives: 1) describe the impact of the program on the students perceived value of leadership and their own leadership potential 2) describe students leadership plans after graduation

20 INNOVATIONS in pharmacy 2014;5(3):1-13

21 INNOVATIONS in pharmacy 2014;5(3):1-13

22 INNOVATIONS in pharmacy 2014;5(3):1-13

23 Qualitative Analysis of Reflections P3 Students Leadership Report Types of roles: 55.2% of students served in an organizational role (committee chair etc.) 23.9% organized an event Leadership benefits: increased confidence (22.4% of students) recognition of the importance of involving others (22.4%) appreciation of leaders (13.4%) Percent involved in various student pharmacy organizations ranged from 8.7% to 88.4% of all students

24 Resultant changes based on data Revise prompt Guide students through consideration of additional important leadership outcomes Clarify types of leadership roles Identify a champion for the activity

25 EVOLUTION, CHALLENGES, FUTURE DIRECTIONS

26 Evolution of the Program Moved StrengthsQuest from P1 year to prior to P1 orientation Most optimal to gain self knowledge as soon as possible. Gets less emphasis when students are in the throws of the P1 year Moved leadership interview to the P1 year from P2 Better to have the student recognize the importance early so they can get involved in organizations sooner (in part based on written feedback in reflections) Switched the leadership report (P4 to P3) and the Professional Organization Business Meeting Attendance (P3 to P4) Students didn t have time to execute a leadership role while on APPEs Placing the Professional Organization Business Meeting Attendance in P4 serves as a springboard to involvement as a practitioner after graduation Created a document that outlines the leadership curriculum and provided the document to all students in the fall

27 Challenges to Implementation Number of Faculty - 9 faculty are involved in the program Assuring all faculty are sharing a united vision Multiple activities - Getting all of the activities to share a model and philosophy Longitudinal Design - Students see the program as distinct, disconnected pieces and may not recognize the design behind the sequence of events

28 Future Directions Outcomes Continue review and revision of the leadership outcomes Reflections Increasing the guidance provided in the prompt to assure students contemplate critical leadership outcomes Combination activities Assuring leadership outcomes are identified and included in the project evaluation Impact on Post-Graduation Leadership Examine the change in the number of graduates taking leadership positions within a designated timeframe

29 Discussion Questions 1. What assets and resources do you have available at your institution in designing a leadership curriculum? 2. What challenges exist to implementing your plan? 3. What current leadership activities exist in your curriculum? Is leadership an explicit element in these activities? How can these activities be connected to achieve the desired competencies and skills? 4. How will optional activities interface with required activities? 5. How will you measure success of your program? 6. How will you work with the Curriculum Committee in operationalizing your plan?

30 Presenter II Andrew Traynor, PharmD, BCPS. Chair, Pharmacy Practice, PGY1 Pharmacy Residency Program Director, and Associate Professor Concordia University Wisconsin School of Pharmacy

31 Objectives Describe a longitudinal leadership program for all students that encompasses activities from the first to the fourth year of the program. Discuss the impact of the longitudinal program on students' perceptions of leadership. Outline a process for utilizing backwards course design to deliver a Servant Leadership curriculum. Describe learning activities and results experienced from a Servant Leadership curriculum in pharmacy.

32 Servant Leadership A perspective on leadership inspired by a way of life Desire to help others Servant first Values relationships Inspires others to follow willingly

33 Concordia University Wisconsin School of Pharmacy

34

35 Servant Leadership Programmatic Outcome Develop pharmacists committed to the service of their profession and communities and in possession of the leadership skills required to provide service regardless of the pharmacist s position or title.

36 Servant Leadership Learning Outcomes 1. The student will articulate the roles, responsibilities and characteristics of leaders who are engaged in service to their organizations, communities, and profession. 2. The student will possess and articulate awareness of self as a leader through the discovery of their strengths and values. 3. The student will demonstrate a service orientation toward others by utilizing their talents, knowledge and skills to achieve the common good. 4. The student will demonstrate the ability to work in teams by utilizing the principles of combining individual strengths, team dynamics, and emotional intelligence. 5. The student will participate in leading change, within groups and organizations, aimed at accomplishing goals for the common good.

37 Acceptable evidence SLLO1 1. The student will articulate the roles, responsibilities and characteristics of leaders who are engaged in service to their organizations, communities, and profession. Quiz scores Reflection papers Topics Leadership/service activities Student Leadership Practices Inventory

38 Acceptable evidence SLLO2 2. The student will possess and articulate awareness of self as a leader through the discovery of their strengths and values. StrengthsFinder Results Reflections Use Values statements Student Leadership Practices Inventory

39 Acceptable evidence SLLO3 3. The student will demonstrate a service orientation toward others by utilizing their talents, knowledge and skills to achieve the common good Service Projects (P2 and P3 year) Project results Community feedback Student reflections Preceptor and Site Feedback

40 Acceptable evidence SLLO4 4. The student will demonstrate the ability to work in teams by utilizing the principles of combining individual strengths, team dynamics, and emotional intelligence. Functional team scores Service project Results report rubric Organizational planning rubric Student Leadership Practices Inventory

41 Acceptable evidence SLLO5 5. The student will participate in leading change, within groups and organizations, aimed at accomplishing goals for the common good. Advocacy Simulated legislator visit rubric results Legislative advocacy assignment results Leading Change Project Plans Plan presentation rubric results

42 Longitudinal Learning Experiences Introduction to Servant Leadership (orientation) StrengthsFinder Introduced fall semester, P1 year Advising reinforces Lab series reinforces Experiential series reinforces Functions of a Team Introduced spring semester, P1 year Foundation of team activities in future Service Projects P2 and P3 year

43 Phar 474 Servant Leadership 2 credits Spring, P2 year 90 minute lab each week Splits class in half 50 minute lecture most weeks Course coordinator (1), guest lecturers (3 lectures), and three faculty helping in select labs (8 labs total), community partners

44 Course Units and Activities What is leadership? Service Projects Legislative Advocacy Leading Change Project Overview lecture Core practices of effective leadership Student leadership practices inventory Teams assigned Team building and emotional intelligence Develop, deliver and evaluate service project Project planning and management Advocacy overview Current issues overview Simulated legislator visit Legislative activity assignment Leading change reading and lectures Identify problem and team Work through Kotter s steps Present an action plan

45 2013 Service Projects Summarized Design, develop and deliver a health-related service project 21 student groups Educational programming (12) Fundraising and Awareness (4) Screenings (3) Med/sharps collection (2)

46 2013 Site Evaluations of Service Needs Significant Improvement Project Needs Improvement Acceptable Exceeds Expectations Attendance & Punctuality Attitude of Service NA Professionalism Quality of Project

47 2013 Peer Evaluations of Service Project Needs Significant Improvement Needs Improvement Acceptable Exceptional Timeliness for Meetings & Events Participation & Communication 0 9 (4%) 235 (96%) NA 1 (0.5%) 2 (1%) 33 (13.5%) 208 (85%) Preparedness 1 (0.5%) 3 (1.5%) 30 (12%) 210 (86%) Contributions 0 1 (0.5%) 26 (10.5%) 217 (89%) Interpersonal Skills 0 3 (1.5%) 26 (10.5%) 215 (88%)

48 2013 Leading Change Project Evaluations Needs Improvement Acceptable Exceptional Issue Summary 4 (5%) 33 (40%) 45 (55%) Create Urgency 11 (13%) 42 (51%) 29 (35%) Building Coalition 34 (41%) 25 (30%) 23 (28%) Visioning 11 (13%) 57 (70%) 14 (17%) Create Buy-in 14 (17%) 43 (52%) 25 (30%) Empower Others 10 (12%) 45 (55%) 27 (33%) Short-term wins 23 (28%) 45 (55%) 14 (17%) Change timeline 19 (23%) 63 (77%) NA Evaluation Plan 4 (5%) 62 (76%) 16 (20%) Overall Ppt 0 35 (44%) 47 (56%) Create Urgency Ppt 4 (5%) 31 (39%) 47 (56%)

49 Evolution of the Program Moved StrengthsFinder from orientation to early class. Changed from all longitudinal to longitudinal for some components and concentrated for others. Partnership with professional organization activities All students are members of APhA-ASP, ASHP and PSW. Have kept two service projects, but increase autonomy and selfdirection with second project. Have continued to develop a growing emphasis on explaining why and how. Implemented Student Leadership Practices Inventory to focus on evaluating team members from projects

50 Challenges to Implementation Continuity amongst faculty in complementary courses. Student perception of soft skill, busy work and should be elective. Big picture assessment Support for Implementation Administrative buy-in School/university culture and support Planned curriculum vs. retrofit curriculum

51 Future Directions Interprofessional education connections Emphasis area with focus more on incorporating management APPE incorporation Continuous quality improvement

52 Discussion Questions 1. What assets and resources do you have available at your institution in designing a leadership curriculum? 2. What challenges exist to implementing your plan? 3. What current leadership activities exist in your curriculum? Is leadership an explicit element in these activities? How can these activities be connected to achieve the desired competencies and skills? 4. How will optional activities interface with required activities? 5. How will you measure success of your program? 6. How will you work with the Curriculum Committee in operationalizing your plan?

53 Thank You!

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