A Systematic Review of Leadership Definitions, Competencies, and Assessment Methods in Pharmacy Education

Abstract

Objective: To characterize leadership definitions, competencies, and assessment methods used in pharmacy education, based on a systematic review of the literature.

Findings: Of 441 articles identified in the initial search, 44 (10%) were included after title, abstract, and full-text screens. Leadership or an aspect of leadership was defined in 37 (84%) articles, and 40 (91%) articles listed or described specific leadership competencies. The most common definitions of leadership involved motivating others toward the achievement of a specific goal and leading organizational change; some articles required that individuals hold a formal leadership position whereas others did not. Only two leadership competencies were related to specific areas of knowledge. Most of the competencies identified were interpersonal and self-management skills. In terms of assessment, only one article (2.3%) assessed leadership effectiveness, and none assessed leadership development. Of the remaining 24 articles (55%) that included some type of assessment, most involved behavioral-based tools assessing individual attributes conceptually related to leadership (e.g., strengths, emotional intelligence), or self-assessments regarding whether learning objectives in a leadership course had been met.

Summary: Definitions for leadership in pharmacy varied considerably, as did leadership competencies. Most conceptualizations of leadership resembled a combination of established approaches rather than being grounded in a specific theory. If leadership development is to remain a focus in the current accreditation standards for Doctor of Pharmacy education, a consistent framework for operationalizing it is needed.