Developing Core Concepts In Pharmacy Administration And Leadership Training

• By: STEPANOVIC, Michael (UNC Eshelman School of Pharmacy, United States)
• Co-author(s): Dr. Michael Stepanovic, Post-doctoral Fellow, Health-system Pharmacy Administration (UNC Eshelman School of Pharmacy, Raleigh, United States)
  Cassandra Bright (Monash University Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, Australia)
  Uyen Nhu Doan (Monash University Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, Australia)
  Sooyeon Kim (Monash University Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, Australia)
  Amanda Kirollos (Monash University Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, Australia)
  Talia Raman (Monash University Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, Australia)
  Dr. Stephen F. Eckel (UNC Eshelman School of Pharmacy, Raleigh, United States / UNC Medical Center, Raleigh, United States)
  Dr. Kathryn A. Morbitzer (UNC Eshelman School of Pharmacy, Raleigh, United States)
  
• Abstract:

  Introduction
  Understanding core concepts within a discipline is essential in allowing educators to focus and align their curricula, teaching, and assessment effectively and efficiently. There is limited research on the core concepts for healthcare administration and leadership, especially within pharmacy. Consequently, this lack of consensus prevents consistency among training programmes teaching pharmacy administration and leadership (PAL). The purpose of this two-phase study is to identify and define the core concepts essential for PAL training.
  
  Methods
  Phase one reviewed PAL master’s programmes and healthcare management master’s programmes accredited by the Commission on Accreditation of Healthcare Management Education in the US through a website analysis. Through this website analysis, mission and vision statements, learning outcomes, core competencies, and course details were assessed. Inductive coding was employed to identify recurring themes, for the development of a consensus draft list comprising core concepts pertinent to PAL.
  
  Phase two used a modified Delphi process involving individuals practicing in PAL across the US. Structured surveys gauged expert opinions and consensus on the draft core concepts. The initial survey was distributed via ASHP Connect, with subsequent surveys sent to past respondents, both asking respondents to assess each concept, endorse or reject the concept, and provide feedback. Consensus was determined at an 80% endorsement threshold.
  
  Descriptive statistics were used to analyse respondent demographics and consensus. Additionally, free-response feedback for each core concept was subjected to content analysis, facilitating iterative refinement and validation of the core concept and definition. This analysis was then used for the development of subsequent surveys. This iterative process continued until consensus was achieved, ensuring the comprehensive exploration and validation of core concepts in PAL training.
  
  Results
  Phase one involved a review of program components from 147 PAL and healthcare management master’s programmes which comprised 9 Masters in PAL (6.1%), 71 MBA (48.1%), 61 MHA (41.5%), and 6 MHSA/MSHA (4.1%) programmes. Through inductive coding, 13 themes emerged across the analysed program components, serving as initial core concepts. Definitions for each concept were developed through a consensus process amongst investigators.
  
  The phase two survey instrument initially received 110 responses, with 25 excluded due to incompleteness (n=85). In terms of respondents' training and current workplace, 50.6% (43) held a master's in PAL or healthcare management, 34.1% (29) completed PAL residency or fellowship, 24.7% (21) indicated completion of a PAL certificate or training programme, and 84.7% (72) worked in an academic medical centre or community hospital. The initial survey revealed an average endorsement rate of 90.8% for the core concepts and definitions (SD=6.6%). Endorsement rates and feedback were iteratively used to refine the core concepts in subsequent surveys with the same 85 respondents until consensus was reached.
  
  Conclusion
  By identifying core concepts through expert consensus, this research contributes to the standardisation and improvement of pharmacy administration and leadership training and will serve as evidence-based resources, assisting aspiring administrators and leaders in acquiring essential skills and knowledge. Establishing a common understanding of core concepts will facilitate the development of competent leaders capable of addressing contemporary healthcare challenges.