Evidence for the development of skills for education, leadership and innovation through experiential‐based foundational pharmacy residency programs: a narrative review
Tarik Al‐Diery, Amy Page, Jacinta Johnson, Steven Walker, Diana Sandulache, Kyle John Wilby
Abstract
Abstract Aim The aim of this narrative literature review was to describe the existing evidence for a post‐graduate experiential learning program, such as a foundational pharmacy residency, to support the competency development for early‐career pharmacists in conducting education, leadership and supporting innovation. Methods We identified publications that addressed research in skills development within foundational pharmacy residency programs. Articles were identified using the databases Scopus and Embase. Results It was found that foundational residency programs have supported competency development in delivering education, leadership and management, and support of innovation and quality improvement. Residency programs have fostered these skills development through the use of courses, assessments and activities, but to varying degrees. Many of these skills are attained as a benefit of inclusion and mentorship in non‐clinical tasks. Conclusion Residency programs can serve as a strong platform for the development of non‐clinical skills in education, leadership and innovation. A mix of activities and course‐specific skills building courses have demonstrated levels of success in developing skills in education, leadership and innovation when implemented.