Faculty attitudes and scholarly productivity resulting from a seminar course

Evaluation of a statewide pharmacy student writing club program: Opportunities to enhance professional writing skills

INTRODUCTION

Skills gained by writing a scholarly manuscript coincide with graduation expectations prior to matriculation into practice. A partnership between The Journal of the Pharmacy Society of Wisconsin and four affiliated pharmacy schools developed student writing clubs (SWC) to fill this need. The objectives of this project were to explore the structure of SWCs and evaluate the experiences of participants.

METHODS

Two investigator-designed, voluntary, anonymous surveys were distributed to each school. A survey for pharmacy students assessed motivations for participating within a SWC, impact on skills, and suggestions for improvement. The second survey to the SWC faculty advisors explored programmatic structure.

RESULTS

Of forty student respondents, most SWC participants felt comfortable with each step of the writing process. Participants were motivated by manuscript publication opportunity (88%), improvement of writing skills (80%), and the addition to their curriculum vitae (60%). Students suggested process improvements including better communication on deadlines, more connections to writing resources, and developing writing workshops for guidance on professional writing. Barriers to participation included unclear expectations (60%) and not feeling prepared or skilled enough (53%). Most importantly, both students and faculty perceived the SWC at each program as a skill-building extracurricular activity that brings value to student pharmacist development.

CONCLUSIONS

Manuscript preparation and publication within a structured environment, such as a SWC, is a valuable skill-building opportunity. Creation of a centralized writing workshop will provide guidance for participants throughout the manuscript process.

Career Skills Assessment in a Doctor of Pharmacy Curriculum

Objective. To assess students' knowledge of, perceived importance of, and confidence in six career skills areas (curriculum vitae/resume writing, interviewing skills/business attire, phone interviews, thank you notes, business/dining etiquette, and networking) before, immediately after, and six months after participating in a career skills workshop. Methods. All students in a senior-level seminar course participated in the same simulation/performance-based workshop that was coupled with verbal or rubric-based feedback for each of the areas. Results. Ninety-one students participated in the study and all students' knowledge significantly increased over the study as determined by study baseline, conclusion, and six-month follow-up assessments. At study follow-up, knowledge increased an average of +7.1 percentage points from baseline. Multivariate analysis indicated significant increases in confidence from baseline to follow-up ranging from +0.15 to +0.29 across the six workshop areas, with resume/CV preparation having the highest increase. From study onset to follow-up, students perceived that the six career skills areas were above the average importance midpoint (3.0). Conclusion. The workshop was effective in increasing students' knowledge and confidence of essential career skills vital to pursuing post-graduate employment. These career skills are important for helping students distinguish themselves in a competitive job market.