药学博士课程中学生领导力发展的能力，以协助课程委员会和领导力教师。
Competencies for student leadership development in doctor of pharmacy curricula to assist curriculum committees and leadership instructors.
机构信息
University of Minnesota College of Pharmacy-Twin Cities, Minneapolis, Minnesota.
School of Pharmacy, Concordia University Wisconsin, Mequon, Wisconsin.
出版信息
Am J Pharm Educ. 2013 Dec 16;77(10):222. doi: 10.5688/ajpe7710222.
OBJECTIVE
To assist curriculum committees and leadership instructors by gathering expert opinion to define student leadership development competencies for pharmacy curricula.
METHODS
Twenty-six leadership instructors participated in a 3-round, online, modified Delphi process to define competencies for student leadership development in pharmacy curricula. Round 1 asked open-ended questions about leadership knowledge, skills, and attitudes. Round 2 grouped responses for agreement rating and comment. Round 3 allowed rating and comment on competencies not yet meeting consensus, which was prospectively set at 80%.
RESULTS
Eleven competencies attained 80% consensus or higher and were grouped into 3 areas: leadership knowledge, personal leadership commitment, and leadership skill development. Connections to contemporary leadership development literature were outlined for each competency as a means of verifying the panel's work.
CONCLUSIONS
The leadership competencies will aid students in addressing: What is leadership? Who am I as a leader? What skills and abilities do I need to be effective? The competencies will help curriculum committees and leadership instructors to focus leadership development opportunities, identify learning assessments, and define program evaluation.
目的
通过汇集专家意见，为课程委员会和领导力指导教师定义药学课程中学生领导力发展的能力，提供帮助。
方法
26 名领导力指导教师参与了 3 轮在线修改 Delphi 流程，以确定药学课程中学生领导力发展的能力。第 1 轮提出了关于领导力知识、技能和态度的开放性问题。第 2 轮对回复进行了分组，以进行一致性评价和评论。第 3 轮允许对尚未达成共识的能力进行评价和评论，预期共识率为 80%。
结果
11 项能力达到了 80%或更高的共识率，并被分为 3 个领域：领导力知识、个人领导力承诺和领导力技能发展。为每个能力概述了与当代领导力发展文献的联系，作为验证专家组工作的一种方式。
结论
领导力能力将帮助学生解决以下问题：什么是领导力？我作为领导者的身份是什么？我需要哪些技能和能力才能变得有效？这些能力将帮助课程委员会和领导力指导教师集中开展领导力发展机会，识别学习评估，并定义项目评估。
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