A Specialized Management Rotation for Dual PharmD/MBA Candidates

American Journal of Pharmaceutical Education, 2003 by Latif, David A, Wachsmann, Howard O Jr

Objectives. This paper describes the development, implementation, and assessment of a unique 8-week management experiential rotation designed for students in the dual Doctor of Pharmacy/ Masters of Business Administration (PharmD/MBA) program at Shenandoah University who aspire to management and leadership positions within the healthcare industry. A major goal of this rotation was to allow students to apply the management concepts they learned in the classroom to the healthcare organization.

Methods. Twenty-eight PharmD/MBA students from the classes of 2001 and 2002 participated in an 8-week management rotation. Rotation settings included chain stores, hospital pharmacies, pharmacoeconomic organizations, pharmaceutical companies, and pharmacy associations. The 8-week rotation focused on working with a preceptor to observe and learn the various managerial components of the specific healthcare organization.

Results. Students were assessed on 7 dimensions. Based on both student assessments of their rotation experience, and preceptors' assessments of the students, it appears that the students exhibited excellence in the areas examined.

Conclusions. The rotation experience was beneficial in bridging the gap between learning about management skills and demonstrating them. Specific suggestions are offered for those schools of pharmacy that are considering adding a specialized management rotation to their programs.

Keywords: PharmD/MBA program, management experiential rotation, management concepts, assessment

INTRODUCTION

" ...schools will begin the serious training of managers when skill training takes its place next to cognitive learning. Cognitive learning is detached and informational, like reading a book or listening to a lecture. No doubt much important cognitive material must be assimilated by the manager-to-be. But cognitive learning no more makes a manager than it does a swimmer. The latter will drown the first time he jumps into the water if his coach never takes him out of the lecture hall, gets him wet, and gives him feedback on his performance.1 (p60)

Although strong analytical and quantitative skills are important, they are not sufficient to become a successful manager. Successful managers must be able to work effectively with others. More specifically, successful managers must develop competence in at least 3 different skill areas: conceptual, human, and technical.2-5 Proficiency in conceptual skills includes the understanding of how different components of a business are related to each other and to the business as a whole. For example, a district manager for a drug store chain must have an understanding of the micro and macro issues affecting the performance of the stores within the manager's territory. Decision making, manpower-need planning, and organizing are specific managerial activities that require conceptual skills.

Empirical evidence supporting the contention that competent managers make a significant difference in the success of an organization is widespread. For example, a study of 968 firms in diverse industries demonstrated that those who implemented effective people management skills experienced the following results:6

* A decrease in turnover of more than 7%,

* An increase in profits of $3,814 per employee,

* An increase in sales per employee of $27,044, and

* An increase in stock market value per employee of $18,641 compared to firms that had less effective management.

A study of 5-year survivability in 136 nonfinancial companies that issued initial public offerings (IPOs) in the late 1980s found that the most significant predictor of longevity was effective management.7

Effective management skills are more important than industry, environment, competition, and economic factors combined.3,6,7 A major problem is that knowing about management skills is not the same as demonstrating management skills. Applying this statement to pharmacy management curricula, what is learned in the lecture hall pertaining to the various aspects of management is only one component of ensuring that Doctor of Pharmacy (PharmD) graduates become competent future healthcare managers. This author previously described a model, based on social learning theory, for developing the management skills of pharmacy students within the classroom.8

One opportunity for pharmacy students, especially those who aspire to management and leadership positions, to apply the management concepts that have been learned in a laboratory setting (ie, classroom) to a field setting is through a specialized management rotation. To this end, the major goal of this paper was to describe the development, implementation, and assessment of a unique 8-week management experiential rotation designed for students enrolled in the joint Doctor of Pharmacy/Masters of Business Administration (PharmD/MBA) program at a private southeastern school of pharmacy.

A description of the PharmD/MBA program at a private southeastern school of pharmacy is provided. The rationale and criteria for a specialized management rotation targeted to those students with specialized management education and training (ie, MBA candidates) is discussed. Student and preceptor assessments of the classes of 2001 and 2002 management rotations are discussed, along with suggestions for schools of pharmacy considering the development of a management rotation for their students.