University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina.
Am J Pharm Educ. 2020 Nov;84(11):8076. doi: 10.5688/ajpe8076. Epub 2020 Jul 31.
To identify and build consensus on priority leadership and professionalism attributes for pharmacy student development among faculty, preceptors, and students. One hundred individuals (27 faculty members, 30 preceptors, 43 students) were invited to participate in a three-round, modified Delphi. Published literature on leadership and professionalism informed the initial attribute list. In the first round, participants reviewed and provided feedback on this list. In the second round, participants prioritized attributes as highly important, important, or less important for pharmacy student development. Leadership and professionalism attributes that achieved an overall consensus (a priori set to ≥80.0%) of being highly important or important for pharmacy student development were retained. In the third round, participants rank ordered priorities for leadership and professionalism attributes. Fifteen leadership and 20 professionalism attributes were included in round one while 21 leadership and 21 professionalism attributes were included in round two. Eleven leadership and 13 professionalism attributes advanced to round three. Consensus was reached on the top four leadership attributes (adaptability, collaboration, communication, integrity) and five professionalism attributes (accountability, communication, honor and integrity, respect for others, trust). Differences were observed for certain attributes between faculty members, preceptors, and/or students. The modified Delphi technique effectively identified and prioritized leadership and professionalism attributes for pharmacy student development. This process facilitated consensus building and identified gaps among stakeholders (ie, faculty, preceptors, students). Identified gaps may represent varying priorities among stakeholders and/or different opportunities for emphasis and development across classroom, experiential, and/or cocurricular settings.
在教师、导师和学生中确定并就药学学生发展的重点领导力和专业精神属性达成共识。
邀请 100 人（27 名教师、30 名导师、43 名学生）参与三轮改良 Delphi 研究。领导力和专业精神属性的初始清单来源于相关文献。第一轮，参与者对该清单进行审查并提供反馈。第二轮，参与者将属性按对药学学生发展非常重要、重要或不重要进行优先级排序。对于药学学生发展非常重要或重要的属性，只要达到总体共识（预先设定为≥80.0%），则保留该属性。在第三轮，参与者对领导力和专业精神属性的优先级进行排序。第一轮纳入 15 项领导力属性和 20 项专业精神属性，第二轮纳入 21 项领导力属性和 21 项专业精神属性。11 项领导力属性和 13 项专业精神属性进入第三轮。达成了前四项领导力属性（适应性、协作、沟通、诚信）和五项专业精神属性（问责制、沟通、荣誉和诚信、尊重他人、信任）的共识。教师、导师和/或学生之间对某些属性存在差异。改良 Delphi 技术有效地确定和优先考虑了药学学生发展的领导力和专业精神属性。这一过程促进了共识的建立，并确定了利益相关者（即教师、导师和学生）之间的差距。所确定的差距可能代表了利益相关者之间的不同优先事项，或者在课堂、体验和/或课外环境中强调和发展的不同机会。
