Incorporating an Entrepreneurial Certificate into the Pharmacy Curriculum

Shealy, Kayce M.; McCaslan, Mandy

doi:10.5688/ajpe6701

Cited by 7 publications

(3 citation statements)

References 8 publications

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“…Standard 4.3 on innovation and entrepreneurship suggests that students engage in innovative activities by using creative thinking to envision better ways to accomplish professional goals. As a result, a number of pharmacy schools have integrated innovation and entrepreneurship courses into their curricula either as part of a joint MBA/PharmD degree or as business or entrepreneurial certificates (Shealy and McCaslan, 2018).…”

Section: Acpe Standards On Entrepreneurship and Innovationmentioning

confidence: 99%

“…But first, it is critical that current and future pharmacists gain the knowledge and training necessary to become entrepreneurs. A recent study found that incorporating an entrepreneurial certificate program in the curriculum increased students’ confidence in entrepreneurial principles and skills (Shealy and McCaslan, 2018). There is also evidence that a growing number of pharmacists prefer to seek business or entrepreneurial training at business schools after they have entered the workforce (Alkhateeb et al, 2012).…”

Section: Pharmacist Impact On Healthcare Expenditurementioning

confidence: 99%

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Curriculum content for innovation and entrepreneurship education in US pharmacy programs

Afeli

Adunlin

2021

Industry and Higher Education

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For many decades, the healthcare sector has been playing catchup with other industries in terms of innovation, primarily due to the low number of healthcare professionals with innovation and entrepreneurship skills in the workplace. The lack of innovation skills, particularly among pharmacists, may result from the fact that innovation and entrepreneurship training is not an integral part of most pharmacy core curricula. In fact, a limited number of pharmacy schools offer innovation and entrepreneurship courses either as part of a joint MBA/PharmD degree or as a certificate. These programs differ greatly from each other in their curricular content, although their overall goals are to teach future pharmacists the skills required to manage service delivery, oversee budgets, improve efficiency, control costs and continuously achieve quality improvement. The aim of this article is twofold: first, to assess commonalities and differences in curricular content between entrepreneurship and innovation training programs in the USA and, second, to present a set of must-haves for innovation and entrepreneurship curricular content for core curricula in pharmacy.

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Section: Acpe Standards On Entrepreneurship and Innovationmentioning

confidence: 99%

Section: Pharmacist Impact On Healthcare Expenditurementioning

confidence: 99%

Curriculum content for innovation and entrepreneurship education in US pharmacy programs

Afeli

Adunlin

2021

Industry and Higher Education

View full text Add to dashboard Cite

show abstract

“…As a result, the Accreditation Council for Pharmacy Education incorporated entrepreneurship in pharmacy education professional standards in 2016 (ACPE, 2015), and a number of universities began providing entrepreneurship tracks for pharmacy students in the USA, covering topics such as process innovation, new product development, business intelligence and continuous improvement (University of Maryland School of Pharmacy, 2021). Other programs offer certificates in entrepreneurship for pharmacy students; Shealy and McCaslan (2018) describe such a certificate program at Presbyterian College of Pharmacy and find that student confidence in entrepreneurship knowledge and skills was higher for students who obtained the certificate.…”

Section: Introductionmentioning

confidence: 99%

Into the Shark tank: an exploratory analysis of pharmapreneurial motivation and intention in Jordan

Ayesh,

Zeqiri,

Gleason

et al. 2023

IJPHM

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Purpose This paper aims to investigate the relationship between entrepreneurial motivation and pharmapreneurial intention among pharmacists in Jordan.The authors also assessed the moderating effect of gender and the COVID-19 pandemic on the relationship between these two variables. Design/methodology/approach This study is a quantitative study targeting pharmacists and using a nonprobability sample. A structured questionnaire was distributed through official channels to the entire population of registered pharmacists in Jordan. SmartPLS 3 was used for carrying an advanced structural equation model analysis, and SPSS 26 for the descriptive statistics. Findings The three entrepreneurial motivation variables (behavioral control [BC], risk tolerance and desirability of self-employment) affected pharmapreneurial intention, with BC contributing more to pharmapreneurial intention among pharmacists in Jordan than the other variables examined. On the other hand, gender and COVID-19 did not moderate this relationship. Research limitations/implications The authors find that entrepreneurial motivation affects pharmapreneurial intention. Consequently, the authors provide insights to policymakers and educators regarding dovetailing the recent financial literacy programs implemented in Jordanian schools with medical education in Jordan to better motivate the formation of pharmapreneurial intention. Practical implications Policymakers and educators should be dovetailing the recent financial literacy programs implemented in Jordanian schools with medical education in Jordan to better motivate the formation of pharmapreneurial intention. Originality/value To the best of the authors’ knowledge, this is the first study to examine pharmapreneurship in Jordan.

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Combating youth’s unemployment rate by integrating entrepreneurship in middle school education

Fute,

Mushi,

Kangwa

et al. 2024

Discov Educ

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Entrepreneurship plays a pivotal role in fostering job creation and economic growth, underscoring the need to encourage and support youth in establishing and developing businesses. In Tanzania, where the unemployment rate stands at 2.75% as of 2021, the rising rate (from 2.2% in 2019) necessitates a profound discussion on education for poverty reduction. This study addresses three key questions: (i) from the international experiences, can the entrepreneurship education be effectively integrated into mainstream secondary schools? (ii) What strategies are preferably employed in other countries to integrate entrepreneurship into secondary education? (iii) Based on international experiences, what contextual approach can be adopted by Tanzania to integrate entrepreneurship into middle school education? By employing the PRISMA framework, document review was primarily employed to gain valuable insights. The findings highlighted the importance of teaching entrepreneurship from an early age, recommending strategies such as extracurricular activities, integration of entrepreneurship into related subjects like computer education, and offering it as a stand-alone subject, all while considering contextual factors. Although challenges persist, it is evident that Tanzania's main hurdle in entrepreneurship education and reducing unemployment lies primarily on political willingness rather than financial capacity.

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Incorporating an Entrepreneurial Certificate into the Pharmacy Curriculum

Cited by 7 publications

References 8 publications

Curriculum content for innovation and entrepreneurship education in US pharmacy programs

Curriculum content for innovation and entrepreneurship education in US pharmacy programs

Into the Shark tank: an exploratory analysis of pharmapreneurial motivation and intention in Jordan

Combating youth’s unemployment rate by integrating entrepreneurship in middle school education

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