Introduction The pace of change in healthcare and throughout the world will only continue to escalate. This evolution of continuously changing information requires us to be responsive and innovative. There are more ways than ever to share information, and more need than ever to share best practices for leadership related to pharmacy. In keeping with the mission of INNOVATIONS in pharmacy (Iip), we invite you to share creative and dynamic scholarly leadership work. Methods The traditional written manuscript is an author-centric form of scholarly output; the format, process, expediency, and familiarity of written manuscripts benefit authors, but may not be as easily consumed as more user-centric forms of information. The Iip leadership section team investigated alternative ways to disseminate the results of research work that don't include a traditional written manuscript. Findings We reached out to leaders across a variety of pharmacy work and practice settings to understand the importance of leadership today and the importance for leadership in pharmacy. Responses were common across pharmacy professionals in all settings; nearly every response mentioned that leadership is important to help motivate a team toward a shared goal or vision and to be a role model. Pharmacy leaders feel that leadership is needed to make decisions, take accountability and, especially in an area as highly regulated as healthcare, ensure regulations and procedures are followed and standards are upheld. At the same time, our current environment requires attention to new challenges such as a multigenerational workforce and artificial intelligence. Call to Action Through our work as scholars, we can provide evidence-based, pertinent, timely solutions to address these issues, in ways that make it easily transferable to broad audiences. The future of pharmacy leadership is in our hands and awaits our unique insights. Traditional written manuscripts are valuable but may not fully connect with some people. The evolving landscape of healthcare leadership demands novel perspectives, creative applications, and open-minded evaluations. Join us on this transformative journey. Submit your Innovative scholarly works to Iip. This scholarship is connected to the following forms of scholarly works: Call to Action: Lead Pharmacy into the Next Decade an Interactive Poster: https://doi.org/10.24926/iip.v15i4.6264 Call to Action: Lead Pharmacy into the Next Decade a Scholarly Narration: https://doi.org/10.24926/iip.v15i4.6265

BACKGROUND:An oral examination, in addition to assessing knowledge gains, can assess various skills including communication, critical thinking, and decision-making. These anticipated outcomes are valuable in helping students matriculate. This study aims to describe and explore unanticipated effects of an oral exam, and how those effects can have a positive long-term influence on student learning. EDUCATIONAL ACTIVITY:An Integrated Oral Exam (IOE) was used to assess a student's ability to effectively integrate and apply knowledge from multiple pharmacotherapy content areas to address complex patient cases. Students were required to develop care plans, and verbally explain, rationalize, and defend the plans with an evaluator during a one-on-one question and answer assessment. The IOE is administered in the spring semester of the second year. It consists of two cases followed by a debriefing session using a modified plus-delta approach. EVALUATION FINDINGS:An evaluation sought to develop a deeper understanding of the exam by exploring: why is this working and what is happening? Five years of student debriefing documentation underwent multiple cycles of coding. In addition to inductive coding exploring the exam's functioning, Fink's Taxonomy of Significant Learning was used for deductive coding. ANALYSIS OF EDUCATIONAL ACTIVITY:While it was expected that there would be evidence of the exam's influence on Foundational Knowledge and Integration, unanticipated exam effects included Caring, Learning How to Learn, and the Human Dimension from Fink's Taxonomy. The IOE has both a summative and formative effect (ie, Assessment of Learning and an Assessment for Learning) and also functions as a high-impact assessment practice.

PURPOSE:This wisdom of experience commentary, written by three pharmacy educators of various backgrounds - PharmD, PhD, and EdD - will discuss potential contributors to the lack of professional advocacy exhibited by pharmacists. Authors will describe the issue using a "What? So What? Now What?" reflective model. DESCRIPTION:Students enrolled in 14 cohorts at two US colleges of pharmacy possess similar CliftonStrengths® top 5 themes with four themes most commonly reappearing in the top 5: Achiever, Learner, Harmony, and Restorative. These themes are housed in three of the four CliftonStrengths® domains: Executing, Relationship Building, and Strategic Thinking. Themes in the fourth domain, Influencing, were not represented in the top 5. Students from these same cohorts reported a self-identified weakness in their ability to Challenge the Process and Inspire a Shared Vision, two of five leadership practices described by Kouzes and Posner. ANALYSIS/INTERPRETATION:The authors explore the possibility that the lack of evolution within the pharmacy profession is a result of the inherent tendencies of the typical student pharmacist and faculty member, coupled with the lack of curricular accreditation expectations focused on teaching and assessing professional advocacy. CONCLUSIONS:As educators at institutions poised to adopt new educational outcomes in our respective colleges and schools of pharmacy, institutions must take a holistic view of the profession and ensure the curricula prepare graduates to handle the many challenges awaiting them post-graduation. This may require pharmacy educators to make changes in their pedagogical approaches, addressing content that they are not inherently inclined to teach or practice. IMPLICATIONS:For pharmacy to continue to exist as a profession committed to patient advocacy, educational institutions must find meaningful ways to incorporate professional advocacy into the curriculum. Addressing professional advocacy is no longer an "and/or" option. Our profession is in crisis; we must ensure we are pointing graduates toward a sustainable professional future.

Interprofessional education is becoming a more pronounced and purposeful aspect of health professions education. When combined with an experiential escape room learning activity, interprofessional experiences offer students a wide variety of possible knowledge gains and opportunities for skill development. To help students focus on the knowledge or skill most meaningful for them, and thereby improve engagement, the researchers applied an Intention/Reflection (I/R) practice to an interprofessional escape room activity, and asked participants to comment on how the I/R practice affected their thinking before and after the experience. Results indicate that several well-documented learning concepts and theories are fostered by the application of the I/R practice, which helps students in a variety of ways, both for the immediate escape room experience, and possibly beyond.

Introduction: The primary aim was to explore how to effectively teach conflict management. We focused on three aspects of conflict management: (1) the value students place on conflict man-agement, (2) their confidence in their ability to manage conflict, and (3) their skill in navigating conflict scenarios.Methods: This approach to teaching conflict management included a consistent educational approach applied by three different instructors at two universities. The class session, provided to second-year student pharmacists, was designed to address ACPE Standards focused on students' conflict management skills. A Likert-style survey, administered pre-and post-classroom inter-vention, assessed three aspects of conflict management: value, confidence, and ability. The survey also included open-ended questions to explore students' perceptions of conflict management. Results: Analysis of pre-and post-intervention surveys found that 76 out of 83 students completed both surveys (91.5% response rate). Cronbach's alphas of the value, confidence, and ability scales were 0.82, 0.86, and 0.78, respectively, at pretest and 0.93, 0.86, and 0.90, respectively, at posttest.Conclusions: Changes in student beliefs regarding the value of conflict management, as well as their confidence in and ability to engage in a crucial conversation, were statistically significant after one classroom session.

To analyze students' most predominant characteristics according to the Gallup CliftonStrengths® assessment and the Student Leadership Practices Inventory® 360 (SLPI) outcomes and the implications these may have on the pharmacy profession.

As it relates to supporting the internal and reflective aspects of professional identity formation (PIF), intention/reflection practices (I/R) have 3 objectives to help students 1) develop habitual ways of contextualizing and directing their own learning, 2) mature their internal influence via defining their values, goals and desired professional characteristics, 3) infuse the educational experience with pharmacy practice relevance.

This mixed method study explores how a simple educational practice known as Intention/Reflection (I/R) may be applied to student leadership development to facilitate transformational learning. The study included Pharm.D. students within a leadership elective course (n=242) across five years of courses (fall 2014 to fall 2018). Further research was conducted with students participating in two additional leadership courses, spring 2016 (n=24). These students completed a quantitative pre- and post-survey regarding perceptions of the I/R practice. A statistically significant increase was identified in the way students valued the I/R practice in educational settings. Students reported the intention activity helped them focus their learning reflection on specific self-development goals. They also reported the I/R practice helped them identify, solidify, and track their leadership development needs. In addition to course content and leadership skills, students reported that the I/R practice helped them learn about their own strengths, weaknesses, and needs as emerging leaders. The study also includes student perceptions of its utility as a tool in their professional growth. Furthermore, the I/R practice has the potential to provide a large source of information to help educators enhance their learning environments, by capturing student perceptions of the learning environment, and assessing how students are connecting learning activities and course material to their own development. This formative information can be useful as educators develop learning activities, assess developmental gains, and evaluate the effectiveness of their leadership instruction.

Objective. To determine the indicators of quality for application activities in pharmacy team-based learning (TBL). Methods. A modified Delphi process was conducted with pharmacy TBL experts. Twenty-three experts met the inclusion criteria, including having at least four years of TBL experience, designing at least eight TBL sessions, training others to use TBL, and authoring a peer-reviewed TBL pharmacy paper. In round 1, panelists responded to five open-ended questions about their successful TBL applications activities, including satisfaction with the activity and methods for creating positive student outcomes. In round 2, panelists indicated their level of agreement with the round 1 quality indicators using a four-point Likert rating. Consensus was set at 80% strongly agree/agree. In an open comment period, panelists provided suggestions to help expand the indicator descriptions. Indicators were verified based on TBL and the education literature. Results. Twenty panelists (87% of those eligible) responded in round 1 and 17 (85% participation) in round 2. Sixteen quality indicators were identified in round 1, with 14 achieving consensus in round 2. "Uses authentic pharmacy challenges or situations" (88% strongly agree/agree) and "incorporates or provides effective feedback to groups" (88% strongly agree/agree) met consensus. However, "has multiple right answers" (76% strongly agree/agree) and "incorporates elements from school specific emphases (eg, faith, underserved)" (53% strongly agree/agree) did not reach consensus. Conclusions. These indicators can assist faculty members in designing application activities to provide high-quality TBL exercises that promote deep thinking and engaged classroom discussion. The indicators could also guide faculty development and quality improvement efforts, such as peer review of application activities.

Background and purpose: Experiential learning in pharmacy has the potential to offer transformative experiences for students. Advanced pharmacy practice experiences (APPEs) can be improved if students are encouraged and able to (1) identify and track individual learning gains and interests, and (2) develop self-awareness and intrinsic motivation. Educational activity and setting: The intention/reflection (I/R) practice was developed to address these educational concepts and help facilitate meaningful experiences during APPEs. The I/R tool is a simple, nontechnical, resource-light activity consisting of a set of three to five questions at the beginning, midpoint, and end of an APPE. The questions were designed to help students identify how they can attain meaningful gains from each APPE. Preceptors across three universities designed, implemented, and evaluated the impact of an I/R practice within the context of a variety of APPEs. The APPEs varied between 4, 5, 6, and 10 weeks and were focused on patient care and academia. Findings: Three of the I/R questions were selected for thematic analysis, one at each point of the rotation. These questions were strategically selected because they demonstrate the value resulting from the progressive nature of the I/R tool. The answers to the three questions were descriptively coded to capture the main thought(s) of each student's response. A quarter of students indicated I/R helped them achieve their goals. Summary: A retrospective pre-post survey demonstrated statistically significant improvements in all survey items, including (1) ability to identify learning outcomes, (2) focus and motivation, and (3) self-awareness and metacognition.

BACKGROUND:The professional need for development of clinical faculty is clear. Previous scholarship provides insight into the formative potential of peer review in both didactic and experiential settings. Less information exists on a comprehensive peer review process (PRP) designed to support faculty change.EDUCATIONAL ACTIVITY AND SETTING:A clinical faculty PRP was developed and implemented based on input from the literature, stakeholders, and field experts. The process included: 1) self-reflective pre-work, 2) a peer-observation component, 3) self-reflective post-work, and 4) creation of a specific action plan via meeting with an educational expert. The process was assessed by collecting evaluative data from peer reviewer and clinical faculty participants.FINDINGS:Eight of 26 faculty members participated in a pilot of the PRP and formed four clinical faculty-peer dyads. When surveyed, all participants unanimously reported that they would participate in the PRP again. Aspects perceived among most helpful to clinical teaching included peer observation, self-reflection, and meeting with an educational expert. Challenges related to the process included anxiety of peer observation, burden of pre-work, and logistics of scheduling meetings.DISCUSSION:While instruments are important in guiding and documenting the evaluation of clinical teaching during an observation period, this initiative focused on the process supporting the observation and evaluation, in order to optimize the formative feedback received by participating faculty and encourage professional development actions.SUMMARY:A PRP that incorporates preparation, reflective practice, and a meeting with an educational expert may support meaningful faculty development in the area of clinical teaching.

The article identifies a student-centered approach to generating meaningful learning outcomes in a study-abroad program. It details how Reflective Writing Exercises (RWE) were incorporated into a course involving international travel. A group of students in a short-term study abroad course was subject to a specific reflective writing process designed to limit the potential cultural and logistic obstacles of the travel experience, and enhance the students’ overall experience. This process included three distinct reflective writing periods: prior to travelling, during the trip, and after the trip. The RWEs required the students to think deeply and take partial ownership of the quality of their learning experiences through a self-directed learning component while abroad. Qualitative data collection revealed that students benefited from the overall reflective writing experience. The evaluated effects of the student-selected activities that emerged from the RWEs, and how other instructors may incorporate RWEs for study abroad, are also discussed.

The article describes a student-centered approach to generating meaningful learning outcomes in a short-term study abroad program. A practice named Intention/Reflection (I/R) was used to help students to identify, articulate, and reflect upon learning objectives that were personally meaningful, within the broader framework of the intended outcomes of the course. Secondarily, this exercise was intended to limit the potential cultural and logistic obstacles of the travel experience, and enhance the students’ overall experience. This process included three distinct reflective writing periods: prior to travelling, during the trip, and after the trip. The I/R practice encouraged the students to engage in, and take partial ownership of the quality of their learning experiences through a self-directed learning component while abroad. Qualitative data collection revealed student focus on their future professions. The evaluated effects of the student-selected activities that emerged from the I/R practice, and how other instructors may incorporate I/R for study abroad, are also discussed.

The article shares the outcomes of a practice called Intention/Reflection (I/R) when applied to a group of ten students in a five-week course involving an international advanced pharmacy practice experience. Developed by the authors and founded on a combination of theoretical principles, this practice is unique because of the blend of formative and summative activities. I/R activities account for learning goals established by the instructor but also promote the mindful creation of a student's own personal set of learning outcomes. In this practice, prior to any learning experience (which could be as long as a semester or as short as a single class session), students respond to questions that help them identify their individual learning goals and how this knowledge gain will help them. A similar set of questions at the end of the experience is meant to help the student understand the effect of the experience, and connect the students' intention with their learning outcomes. The results show two benefits from the learning process. First the students are able to monitor their own learning and track what they want to learn as well as how they learned it. Second, the practice appears to help students identify new distinct personal learning outcomes and a way to achieve them.