Table 3 Main themes and related sub-themes derived from the qualitative data

Programme Relevance

(An established need for the programme)

Opportunities for training

Sectoral differences in opportunities for attendance in trainings

“The main focus should be how to use health leadership to achieve results, change behaviours and so on” (FG1-Academia)

“I have never been a part of anything formal leadership-wise…majority of the time it was just using what you know and figure your way out” (FG3-Hospital practice)

“I work in the private sector, I am not employed by the public sector, we have little or no opportunities for leadership training here” (FG4-Community practice)

Programme Content

(A focus on health leadership content/module development)

Appropriateness of pre-selected modules

“I agree that all these areas you have chosen are very relevant, pharmacists need to train themselves to a level where they cannot be ignored, especially in some countries where there is interprofessional rivalry where pharmacists are not considered as knowledgeable or where they are considered as a threat to medical doctors” (FG1-Health Ministry)

“Pharmacists need to understand their role within the AMS space. This is their expectation for the training. To show them how pharmacists can contribute to AMS”(FG1-Hospital practice)

Programme Delivery

(A blended learning approach)

Issues with internet connectivity

Blended approach to overcome time management with full-time jobs

Need for engagement: Incentives

Need for institutional buy-in

“As a pharmacy educator, having live online sessions during the pandemic was not beneficial for every student because we have issues with internet connectivity, so if it is structured in a modular form where students can complete at their own time and pace and be examined after the module, I think that’s a better approach” (FG3-Academia)

“If we can blend that would be the best, because there are certain aspects that cannot be adequately covered online, like when it comes to practice, it will be very difficult to transfer some of those skills” (FG2-Academia)

“In our own context if we have to pay for the programme, it will be more of a problem. Its like having a scholarship, will you not engage if you get a scholarship? If people have to pay, I don’t think they will go in for it” (FG4-Academia)

“In these parts, you may unravel things that we need to improve so you need to engage from management to the unit level for them to understand that it is for our own good we are not here to expose your weaknesses and it increases their participation in subsequent interventions” (FG3-AMS lead)