Master of Science in Pharmacy Leadership: Transforming Your Capstone into a Career 

At the University of Cincinnati, we pride ourselves on offering courses that reflect industry standards and prepare our students for success. One way this is accomplished is through the capstone experience. Serving as the culmination of a degree, the capstone allows students to apply what they’ve learned in a real-life context. For students in the online Pharmacy Leadership master’s program, the capstone course sequence has been particularly impactful.

Through completing their capstones, students gain confidence in every step of the research process, from project conception to execution. For some students, their capstone experience transitions seamlessly into their post-graduate career. We recently spoke with two faculty members who teach capstone courses and a pharmacy leadership graduate fresh off her capstone. Each of these individuals shared thoughtful insights on the capstone project and how it benefits the student experience.

Overview of the Pharmacy Leadership Program

The Master of Science in Pharmacy Leadership program complements not only the education of Doctor of Pharmacy students but also the development of current pharmacy professionals. By incorporating coursework in business and health administration, the program ensures its graduates can effectively lead in the pharmaceutical field.

Developing leadership, communication, and quality management skills are at the forefront of the curriculum. However, the capstone experience also provides pharmacy leadership students with valuable research experience. Dr. Kenneth Cohen, an adjunct professor of pharmacy leadership, reaffirms the professional value of the capstone. He says, “I can honestly say from personal experience that this kind of writing and research prepares one for clinical practice management, advancement in healthcare systems, and appointment to an academic career.”

The Capstone Experience at a Glance

The Pharmacy Leadership capstone courses are designed to lead students through the process of producing a publication-worthy research paper on a self-selected topic in the field. Students take a sequence of three one-credit courses in their final three semesters of the program. Each course tackles a different aspect of the proposal, research, and publication process. Through developing their capstones, students master the ability to craft publication proposals, demonstrate subject mastery, and engage prospective readers.

Capstone I (PHLD 8061)

The first course in the capstone series emphasizes the ideation and proposal process. Taught by Dr. Cohen, students engage in every aspect of the research proposal process, including:

• Selecting a topic
• Reviewing relevant literature
• Determining research methodology
• Establishing a project timeline

Alongside these core steps, students also become well-versed in issues of research ethics, compliance, and safety. At this initial stage, students are also assigned a “capstone committee” consisting of several mentors. These mentors assist with directing research and offering feedback throughout the capstone project.

Capstone II (PHLD 8062)

In the second capstone course, students polish their completed research proposals. At this point, they submit them to UC’s Institutional Review Board (IRB) for several different levels of approval. The level of review required will vary depending on the nature of the project, including how much interaction with patients will be involved. The IRB process can take one to six weeks to complete. After they’ve received IRB approval, the student can begin conducting research, which can take anywhere from two to five months.

The course, led by Dr. James Besier, provides resources and support for statistical analysis and scientific writing. As these are both crucial to the research process, Dr. Besier prioritizes these elements when teaching the course. Additionally, students meet regularly with their capstone committees and submit progress reports throughout the research process.

Capstone III (PHLD 8063)

Dr. Jenelle Sobotka, Program Director of Pharmacy Leadership, takes the helm of the third capstone course. Capstone III puts students in the final stretch of their capstone projects. The course keeps students on track toward finalizing their papers and presenting their research according to professional and program standards.

Students complete the course, and the capstone course sequence, after successful presentation of their research. While students are not required to pursue publication of their finished capstone, their final manuscript is of publishable quality.

An Outside Perspective

As previously mentioned, a key aspect of the capstone project is students workshopping their projects with their capstone committee. Dr. Elizabeth G. Schlosser, Assistant Professor of Pharmacy Practice, has served on multiple committees. She has observed their immense value to students due to exposing them to varied and unfamiliar perspectives on their work.

“Every capstone committee that I have served on has had very different dynamics, and it is interesting to watch and help the student navigate many perspectives since committee members are often external,” says Dr. Schlosser. “I have watched students grow through this process by accepting feedback and implementing changes to their projects that they wouldn’t have considered without these outside perspectives.”

When Capstone Meets Career: Maybeth James’ Capstone Experience

Maybeth James is a graduate of the Pharmacy Leadership program. Her successful completion of the capstone course sequence was both informed by her clinical experience and has continued to influence her career. She began the research process on her capstone, “Implementing a Process for Technician-Driven Medication Adherence Star Measures,” at Cleveland Clinic, where she’s currently employed. Furthermore, the work she performed throughout her capstone helped her transition seamlessly into her role as Manager of Transitions of Care and Value-Based Care.

Maybeth explains, “Essentially, we started working on quality measures for a Medicare incentive program that reimburses healthcare providers and health systems for taking better quality care of patients. And the way they measure it is by star ratings.” These star ratings may be based on a variety of different measures that a patient would be concerned with when choosing a provider. “There’s a lot of reimbursement money that comes back from having high star ratings, too,” Maybeth adds, “but when it comes to the patient level, the star rating shows how good the plan is at keeping their members healthy, essentially.”

From Capstone to Career

When asked how her capstone project translated to her career, Maybeth felt well prepared by her experience. The capstone courses served as a solid foundation for her daily duties, which include preparing written progress reports and presenting in front of program managers and various insurance stakeholders.

While Maybeth’s capstone was not without challenges—for example, struggling to keep her research within the scope of her specific project goals—she was able to research a topic she was passionate about and turn it into a full-time job.

Advice to Current and Future Students

Both Dr. Cohen and Dr. Beiser drive one point in particular home to their capstone students: it’s important for students to narrow the focus of their projects to be both manageable and realistically completed within the capstone course sequence. “They’re trying to bite off way more than they can get finished in the amount of time they’ve got,” says Dr. Beiser. Furthermore, he affirms that at UC, the goal of the program faculty is “getting them through the program in a quality manner—but not taking their lifetime to do it. They’ve got the rest of their life to do research.”

“The students who learn the most from the capstone experience are the ones who enter the project with a growth mindset and who are ready to put in the work and take on the challenge,” says Dr. Elizabeth G. Schlosser, Assistant Professor of Pharmacy Practice. “When that combination occurs, it is easy to motivate the student and provide guidance because they are excited to implement change.”

And Maybeth James, whose capstone turned into a full-time job, offers simple but effective advice on tackling the capstone sequence: “Make the most of it—because you’ll never know what could come of your capstone experience.”

Your Next Steps—Pharmacy Leadership and How UC Can Help

Are you inspired by the success of our Pharmacy Leadership students? Does the capstone experience sound like the perfect way to expand your skills and take your pharmacy career to the next level?

If so, consider applying for UC’s online Pharmacy Leadership program. The flexible asynchronous format ensures you’ll be able to balance your coursework alongside your other educational, professional, and personal commitments.

Still have questions? Contact an Enrollment Advisor today to receive personalized support— from application to graduation. At UC, our dedicated online team wants to see you thrive in your pharmacy career and lead the way forward. We can help you reach that goal!