Welcome to the Current Issues section of the Journal of Pharmacy Education and Leadership (JPEL). This page offers open access to all published issues, providing readers, researchers, and educators with timely insights and foundational resources that shape the field of pharmacy education and academic leadership.
Featured Articles in the Latest Issue
- Volume 2 (Issue 1) JANUARY- JUNE 2026
Research Articles
Integrating Leadership Competency Frameworks into Doctor of Pharmacy Curricula: A Mixed-Methods Evaluation
Vol.2(1); Pages:1-10. Published on March-2026
Abstract
The application of leadership competencies in pharmacy education has become quite urgent in equipping graduates to meet the changing healthcare systems. This is a mixed-methods study that determines the effectiveness of integrating structured leadership frameworks into a Doctor of Pharmacy (PharmD) curriculum. Pre-intervention and post-intervention surveys assessing leadership self-efficacy in 180 students were used to gather quantitative data, whereas focus group discussions were used to collect qualitative information. Findings showed that students had significant improvement on their perceived leadership abilities especially in communication, team coordination and decision making areas which were statistically significant. Thematic analysis identified experience learning and mentorship as the major factors in developing leadership skills. Nevertheless, issues like overload of the curriculum and irregular faculty involvement were found. The research emphasizes the role of systematic leadership training and the necessity of institutional support that will hold such programs. The results can be used to offer evidence-based suggestions to curriculum developers who may wish to increase leadership readiness among pharmacy graduates in the international settings.
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Digital Pedagogy in Pharmacy Leadership Training: Evaluating Virtual Simulation Platforms
Vol.2(1); Pages:11-21. Published on April-2026
Abstract
The adoption of digital tools in pharmacy education has accelerated, particularly in leadership training contexts. This experimental study investigates the impact of virtual simulation platforms on leadership skill acquisition among pharmacy students. A cohort of 120 students was randomly assigned to either traditional case-based learning or simulation-based training using interactive digital modules. Outcomes were assessed using validated leadership assessment scales and performance evaluations. Students exposed to simulation based learning exhibited significantly higher scores in crisis management, ethical decision-making, and interprofessional collaboration. Additionally, engagement levels were markedly improved in the digital cohort. Despite these advantages, technical barriers and varying levels of digital literacy among students posed limitations. The study concludes that virtual simulations are a valuable adjunct to traditional teaching methods, offering immersive experiences that enhance leadership competencies. Future research should explore long term retention of skills and scalability across diverse educational settings.
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Mapping Leadership Identity Trajectories in Pharmacy Students Across Academic Progression
Vol.2(1); Pages:22-29. Published on April-2026
Abstract
Leadership identity formation is a gradual and multifaceted process influenced by educational experiences and professional exposure. This longitudinal cohort study tracks the development of leadership identity among pharmacy students over a three-year period. Data were collected from 150 participants using annual surveys, reflective journals, and structured interviews. Findings indicate that leadership identity evolves significantly during clinical rotations, where students encounter real-world challenges requiring autonomy and decision making. Mentorship and peer collaboration emerged as critical factors supporting identity development. Conversely, lack of structured reflection opportunities hindered deeper self-awareness among some participants. The study highlights the importance of integrating reflective practices and mentorship programs within pharmacy curricula to foster leadership identity. These insights contribute to a growing body of literature emphasizing the role of experiential learning in shaping future pharmacy leaders and inform strategies for curriculum enhancement.
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Advancing Leadership Competence in Pharmacy Students via Interprofessional Training Models
Vol.2(1); Pages:30-40. Published on May-2026
Abstract
Interprofessional education (IPE) has been recognized as a vital component in developing collaborative leadership skills among healthcare students. This cross-sectional study examines the relationship between participation in IPE activities and leadership competence among pharmacy students. A total of 200 students from multiple institutions participated in a structured survey assessing leadership attributes and interprofessional collaboration skills. Results indicate a strong positive correlation between IPE exposure and leadership competence, particularly in areas such as teamwork, conflict resolution, and communication. Students who participated in frequent IPE activities demonstrated higher confidence in leading multidisciplinary teams. However, inconsistencies in IPE implementation across institutions were noted as a limitation. The study advocates for standardized IPE frameworks to ensure equitable learning opportunities and maximize leadership development outcomes. These findings reinforce the role of collaborative learning environments in preparing pharmacy graduates for integrated healthcare systems.
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Faculty Perspectives on Embedding Leadership Training within Pharmacy Education Programs
Vol.2(1); Pages:41-50. Published on May-2026
Abstract
Faculty perspectives play a crucial role in the successful integration of leadership training within pharmacy education. This qualitative study explores faculty perceptions regarding the implementation, challenges, and outcomes of leadership-focused curricula. Semi-structured interviews were conducted with 25 faculty members across international institutions. Thematic analysis revealed strong support for leadership training, with faculty recognizing its importance in preparing students for complex healthcare environments. Key themes included the need for institutional support, faculty development programs, and alignment with accreditation standards. Challenges identified included limited time, insufficient resources, and varying levels of faculty expertise in leadership education. Participants emphasized the importance of experiential learning and interdisciplinary collaboration in enhancing leadership training effectiveness. The study provides valuable insights into faculty driven strategies for curriculum innovation and highlights the need for systemic changes to support leadership development in pharmacy education globally.
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