Williams Charlene R, McLaughlin Jacqueline, Leadon Kim, Khanova Julia, Rodgers Philip T
University of North Carolina Chapel Hill, Eshelman School of Pharmacy, Asheville Campus, One University Heights CB # 2125, Asheville, NC 28801, United States.
University of North Carolina Chapel Hill, Eshelman School of Pharmacy, CB# 7574, Chapel Hill, NC 27599, United States.
Curr Pharm Teach Learn. 2018 Jul;10(7):895-902. doi: 10.1016/j.cptl.2018.04.006. Epub 2018 Apr 27.
Preceptor perceptions about providing leadership activities during the fourth year of the doctor of pharmacy curriculum were examined.
An anonymous questionnaire was sent electronically to 610 preceptors of fourth year doctor of pharmacy students in August 2015 inquiring about confidence in leadership ability, extent of student engagement in leadership activities, and preceptor support needed. Differences based on leadership background, such as formal training, were examined using independent t-test. Continuous data are presented as mean (standard deviation). P-value < 0.05 was considered significant.
Survey response rate was 28% (n = 171). Preceptor confidence in ability to provide leadership activities was 7.38 + /-1.66 [0-10 Likert scale; 0 = cannot do at all, 10 = highly certain can do]. Preceptors were most confident teaching that leadership comes from those with and without titles (8.48 + /-1.64) and least confident engaging students in advocacy (5.41 + /-3.02). Preceptors were most likely to engage students in collaboration [3(1-4)] and least likely to involve them in advocacy [1(1-4)] (measured from 1-4 with 1 = never and 4 = very often). Preceptors with formal leadership training demonstrated higher confidence and more engagement with involving students in leadership activities than those without training (p < 0.05). Examples of common leadership activities shared by preceptors included experiential clinical activities and projects, teaching opportunities, discussions with leaders, and participation in meetings. Leadership training and development was the most requested type of support by preceptors (n = 23, 13.5%).
Preceptors were overall confident about their ability to provide leadership activities, were involving students in some leadership activities, and had the least confidence and engagement in involving students in advocacy. Preceptors may consider increasing engagement in teaching student leadership skills by utilizing examples in this study. Colleges of pharmacy and organizations may collaborate to increase preceptor access to formal leadership training programs and offer preceptor development programs designed to enhance preceptors' abilities to facilitate student leadership experience, reflection on experience, and feedback.
本研究考察了带教老师对在药学博士课程第四年开展领导力活动的看法。
2015年8月，通过电子邮件向610名药学博士四年级学生的带教老师发送了一份匿名调查问卷，询问他们在领导能力方面的信心、学生参与领导力活动的程度以及所需的带教老师支持。使用独立样本t检验考察基于领导背景（如正规培训）的差异。连续数据以均值（标准差）表示。P值<0.05被认为具有统计学意义。
调查回复率为28%（n = 171）。带教老师对开展领导力活动能力的信心评分为7.38±1.66（0-10李克特量表；0 = 完全做不到，10 = 非常确定能做到）。带教老师在教授领导力来自有头衔和无头衔的人方面最有信心（8.48±1.64），而在让学生参与宣传方面最缺乏信心（5.41±3.02）。带教老师最有可能让学生参与协作[3（1-4）]，最不可能让他们参与宣传[1（1-4）]（从1-4衡量，1 = 从不，4 = 非常频繁）。接受过正规领导力培训的带教老师在让学生参与领导力活动方面表现出更高的信心和更多的参与度，而未受过培训的老师则不然（p<0.05）。带教老师分享的常见领导力活动示例包括体验式临床活动和项目、教学机会、与领导者的讨论以及参加会议。领导力培训和发展是带教老师最需要的支持类型（n = 23，13.5%）。
带教老师总体上对自己开展领导力活动的能力有信心，让学生参与了一些领导力活动，但在让学生参与宣传方面信心和参与度最低。带教老师可以考虑利用本研究中的示例，增加对学生领导力技能教学的参与度。药学院和相关组织可以合作，增加带教老师获得正规领导力培训项目的机会，并提供旨在提高带教老师促进学生领导力体验、反思经验和反馈能力的带教老师发展项目。
