Evaluation of a required senior research project in a doctor of pharmacy curriculum

Comparing the experiences of community and hospital pharmacy learners completing a pre-registrant research training program

BACKGROUND AND PURPOSE

Research training programs in the community pharmacy sector have not been well established. This study showcases a year-long guided research training program undertaken in hospital and community workplaces by pre-registrant pharmacists, and compares the perceived impact on learners in both sectors.

EDUCATIONAL ACTIVITY AND SETTING

A two-year cohort study (2021-2022) of pre-registrant pharmacists enrolled in a research training program requiring them to undertake an individual project at their workplace over one year at either a community or hospital workplace. Outcome measures were pre-registrant perceptions of training impact and type of projects completed.

FINDINGS

The results of this study demonstrate that the year-long guided research training program delivered to 403 pre-registrant pharmacists was perceived to be impactful to both community and hospital pre-registrant pharmacists and gave them the confidence to pursue further research and see research skills as an important attribute for the profession. Barriers to research included lack of time for both sectors but workplace support and lack of project ideas were especially noted in the community sector. Research project designs were mainly cross-sectional surveys or retrospective audits.

SUMMARY

Programs seeking to adopt a similar model may wish to pay particular attention to supporting community pharmacy learners in providing a pre-selection of project ideas, offering training to workplace supervisors, ensuring enough academic support is given and having more check-in points/deliverables to ensure more feedback opportunities.

Identifying Student Research Project Impact Using the Buxton and Hanney Payback Framework

Objectives. To determine whether evidence of the impact of student quality improvement projects and research projects on practice sites and the community can be identified using the Buxton and Hanney Payback Framework (BHPF).Methods. The BHPF was used to identify the broader impact of quality improvement projects and research projects conducted by the Doctor of Pharmacy (PharmD) class of 2020. The BHPF includes five domains of community impact: knowledge production, benefits to health or the health sector, benefits to future research, economic benefits, and policy and product development. Data were collected by having project preceptors complete a questionnaire and by reviewing student project posters. Data were analyzed by calculating frequencies and percentages for each domain.Results. Projects (N=73) were completed by 107 pharmacy students at health-system sites, community sites, academic sites, and other sites, and most often involved clinical care and pharmacy services (49%). Thirty-three preceptors (55%) responded to the questionnaire, and 73 project posters were reviewed. The most frequently identified impact types were knowledge production (n=43 for questionnaire, n=24 for posters) and health/health sector benefits (n=46 for questionnaire, n=8 for posters). Less frequently identified were economic benefits (total n=19), benefits to future research (total n=13), and policy and product development (total n=10).Conclusions. This study provides evidence that the impact of PharmD student quality improvement and research projects on practice sites and communities can be identified using the BHPF framework, and this impact extends beyond the usual academic outcomes of poster presentations and publications to include benefits related to improving quality of services, improving workflow, and providing opportunity for personal development.

Development and Pilot Implementation of a Training Framework to Prepare and Integrate Pharmacy Students into a Multicentre Hospital Research Study

A unique approach was introduced to integrate pharmacy students into a multicentre patient-centred research project predicting medication related harm (MRH) post-discharge. A training framework was developed to prepare students for research participation and integration. The framework aligned research project tasks with the pharmacists’ national competency standards framework. The framework was piloted on four research placement students from two local universities during three hospital placements, from October 2020 to August 2021. Following their initial orientation and training, students collected data from 38 patients and were involved in patient screening processes, interviewing, data collection and analysis. Patients’ MRH risk scores correlated with re-admission rates with 16/38 (42%) of patients re-admitted within eight weeks following discharge. Their participation in the research enabled students to obtain skills in (1) literature searching, (2) maintaining patient confidentiality, (3) interviewing patients, (4) obtaining data from medical records, (5) communicating with patients and clinicians, and (6) the use of clinical information to predict MRH risk.

How-To Guide for Overcoming Barriers of Research and Scholarship Training in Pharm.D. and Pharmacy Residency Programs

Accrediting bodies for Doctor of Pharmacy (Pharm.D.) and postgraduate residency training programs recognize the importance of research and scholarship training. However, specific guidance on how research and scholarship fundamentals should be delivered to trainees have not been provided. As a result, competing priorities often create barriers for trainees to develop research and scholarship skills and limit the trainees' ability to conduct and participate in high-quality, meaningful research experiences. The purpose of this "how-to" guide is to assist pharmacy school faculty and pharmacy residency program directors with strategies to overcome programmatic, trainee, and project barriers to providing a high-quality training experience in research and scholarship. Programmatic topics addressed include institutional support and program oversight, expertise and number of research mentors, incentives for mentor engagement, and competing priorities that diminish time for research activities. Trainee topics include lack of trainee interest in the assigned project, trainee departure prior to project completion, lack of knowledge of the publication process, and time constraints to work on the project. Project topics addressed include time needed to initiate a project, training on methodology relevant to a project, selection of projects that lack rigor, depth, or feasibility, and resource constraints to disseminate project results. A summary of specific recommended actions is provided to effectively overcome these common barriers encountered in research and scholarship training programs.

Implementation and Initial Evaluation of a Research and Scholarship Training Pathway in a Doctor of Pharmacy Curriculum

Objective. To design, implement, and assess the initial impact of a pharmacy student research and scholarship training pathway.Methods. The Research and Scholarship in Pharmacy (RASP) pathway was designed to create a longitudinal, elective pathway within a Doctor of Pharmacy (PharmD) curriculum at a single institution. The pathway consisted of three elective courses built around a faculty-mentored scholarly project where students framed an answerable question, generated and interpreted relevant data, and communicated their findings in oral and written form. Following implementation, a retrospective, multi-method analysis was conducted to evaluate the impact of the program on the initial two student cohorts that completed it and assess their perceptions of the value of the pathway.Results. Fifty students (25 in each of two cohorts) completed the three-course sequence. Students were supported by 33 distinct faculty mentors. Thirty-eight (76%) students presented an abstract derived from their project at a national meeting. The first cohort exit survey (96% response rate) revealed positive student perceptions regarding the value of and satisfaction with the research pathway. Twenty-three (96%) students were satisfied with their research experience, 21 (88%) were satisfied with their faculty mentor, and 24 (100%) were satisfied with their development of project management skills. In the first cohort, 10 (40%) students published an original research manuscript within one year of graduation.Conclusion. The Research and Scholarship in Pharmacy pathway feasibly and effectively provided a mechanism for students to engage in a faculty-mentored longitudinal research experience within a PharmD curriculum that promoted skill development and opportunities for scholarship. Initial implementation demonstrated high rates of student satisfaction, low rates of student attrition, and high rates of scholarly output.

A cross-sectional assessment of statistical knowledge among pharmacy faculty

INTRODUCTION

The debate about the optimal level of research methods incorporated in doctor of pharmacy curricula is ongoing. Yet relatively little has been published about the research-based knowledge of the faculty in these programs. This study seeks to assess pharmacy faculty members' knowledge of fundamental statistical concepts.

METHODS

A cross-sectional survey included a random sample of US-based pharmacy schools. Invitations were sent to faculty in each selected pharmacy school to participate in the online survey comprised of demographic questions and a multiple-choice statistics knowledge assessment covering eight fundamental biostatistics concepts. Each question had three answer options, with an additional fourth 'opt-out' option for those wishing to avoid guessing.

RESULTS

The random sample of selected pharmacy schools resulted in email invitations sent to 2036 faculty from 30 pharmacy schools. The final study sample consisted of 139 pharmacy faculty members with a mean of 10.2 years of experience as a faculty member. Over 95% of pharmacy faculty reported that they read peer-reviewed scientific journal articles, while nearly 99% said the understanding of statistics was either 'somewhat important' (35%) or 'very important' (64%) in their role as a researcher. Pharmacy faculty achieved a mean of 5.1 correct responses out of eight knowledge-based questions.

CONCLUSIONS

Pharmacy faculty provided correct responses to 64% of the items about fundamental statistical concepts. These study results are useful for making decisions about biostatistics education and curriculum content, particularly as pharmacy programs continue to incorporate a prominent role for research.

Pharmacy students' perception and inclination toward scholarly research publications: A multinational study

BACKGROUND

Scholarly research experiences during student life can make pharmacy students capable of reaching the pinnacle of triumph with scientific skills.

AIM

The aim of this study is to assess the perception of pharmacy students and their inclination toward scholarly research publications.

MATERIALS AND METHODS

A cross-sectional web-based survey was conducted among pharmacy students across India, Malaysia, and Pakistan. A 21-item questionnaire was distributed through different social networking sites between July and September 2016. Descriptive and Chi-square tests were used to analyze the findings. A value of P < 0.05 was considered as statistically significant.

RESULTS

Of 543 pharmacy students approached, 348 participants from India, Pakistan, and Malaysia were included giving a response rate of 64%. The study comprises 48.5% of males and 51.4% of females, studying a bachelor of pharmacy (44.5%), and from private institutions (94%). Nearly, three-fourths (76.4%) of the students had no publications but showed high interest toward original research (87.4%). Most of the participants cited the reasons to engage in the scholarly publication is too advanced research/share findings (74.1%), and to improve writing and research skills (73.6%). Further, a significant percentage of students agreed that contributing to the literature during student life as a valuable experience and publishing will provide them with personal fulfilment.

CONCLUSIONS

This study showed that most of the pharmacy students had positive perceptions toward scholarly research activities to advance research and improve their writing research skills. We recommend the pharmacy schools to incorporate scholarly activities in the curriculum to embark research-inclusive career.

Outcomes of Student-Driven, Faculty-Mentored Research and Impact on Postgraduate Training and Career Selection

Objective. To evaluate scholarly deliverables from student-driven research and explore the impact on postgraduate training placement rates, pharmacy faculty appointments and lifetime publications. Methods. A retrospective analysis of Doctor of Pharmacy graduates who conducted student research between the academic years of 2002 and 2015 was performed. Data were collected on research participation, abstracts, presentations, postgraduate training, full-time faculty appointments, and publications. Results. Of 1229 graduates, 300 participated in research during pharmacy school. Fifty-six percent (n=167) submitted at least one abstract and 68 students (23%) published their research. Research participation was associated with a significantly higher likelihood of postgraduate training and specialty training. Research participation positively affected the likelihood of faculty appointment and lifetime publication rate. Conclusion. Students who engaged in elective research had significant scholarly deliverables, including peer-reviewed publications, and were more likely to successfully match in a postgraduate position and achieve full-time academic appointments.

Ten year experience with student pharmacist research within a health system and education center

INTRODUCTION

Skills gained from research experience allow student pharmacists to evolve as practitioners, innovators and perpetual learners in an increasingly complex healthcare environment. Data published regarding pharmacy resident research are focused on external dissemination rates and research programs. Little is published regarding student research.

METHODS

This descriptive study was a five-year before and after comparison between the existing co-curricular model and a new longitudinal, 12-month research advanced pharmacy practice experience (L-APPE) model for student pharmacist research. The objective was to describe the development and transition to the L-APPE and compare the models in external dissemination rates and preceptor-classified impact on patient care. Preceptors were surveyed to characterize the impact on the health care institution.

RESULTS

Over a ten-year period, 65 fourth year students engaged in research. From 2006-2011, 28 students (43.4% of student cohort) completed co-curricular research projects. From 2011-2016, 37 students (40.2% of student cohort) completed the L-APPE. The number of national poster presentations increased 6-fold with the L-APPE, from 6 (21.4%) to 36 (97.3%) (p < 0.01). Combined posters and peer reviewed publications had a 350% higher occurrence (RR 4.5, 95% CI 1.9-10.9; p < 0.01). Preceptors classified L-APPE projects 1.5 times more often as leading to a change or affirmation of a practice model or prescribing pattern (83.3% vs 57.1%; p = 0.03).

DISCUSSION AND CONCLUSIONS

The L-APPE research model increased external dissemination rates and resulted in more meaningful practice model or prescribing pattern benefits. Additional study of pharmacy student research is warranted.

Effect of a Dedicated Pharmacy Student Summer Research Program on Publication Rate

Objectives. This study investigated the impact of an optional 12-week summer research program on the publication outcomes and satisfaction with the required research projects of doctor of pharmacy (PharmD) students at the Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) at the University of California San Diego. Methods. PubMed and Google searches provided student publications, and satisfaction surveys submitted by students provided their perceptions of the research project value. Results. Of the studied cohort, the 130 students who fulfilled the requirement through the optional summer research program provided 61 full-text manuscripts and 113 abstracts. The 305 students who chose the standard pathway provided 35 full-text manuscripts and 34 abstracts. Students in both pathways agreed or strongly agreed that the research project was a valuable experience. Conclusions. The 12-week intensive summer research program improved the publication rate of pharmacy students and provided a high overall satisfaction with this independent learning experience.

The importance of clinical research skills according to PharmD students, first-year residents, and residency directors

PURPOSE

Research has a prominent role within the field of pharmacy practice. However, no studies have assessed the importance of research methods in pharmacy education from the perspective of students, residents, or residency directors.

METHODS

Questionnaires were administered online in spring 2014 to four respondent groups: University of Colorado fourth year PharmD (P4) students, post graduate year 1 (PGY1) residents, and PGY1 and post-graduate year 2 (PGY2) residency directors. Descriptive statistics were used to characterize respondents; t-tests and chi-square tests were used to compare groups of respondents.

RESULTS

Respondents included 255 PGY1 residency directors, 155 PGY2 residency directors, 35 PGY1 residents, and 87 P4 students. Response rates ranged from 26% (residency directors) to nearly 60% (P4 students and PGY1 residents). PGY1 residents and PGY1/PGY2 residency directors ranked research experience lowest among ten characteristics with respect to their importance when competing for a residency or being a successful resident. Among six specific clinical research skills, PGY1 residents and PGY1/PGY2 residency directors ranked "identifying and writing a research question" as the most important for successfully completing a residency research project or when selecting a PGY1/PGY2 resident.

CONCLUSIONS

Perceived importance of clinical research skills by P4 students, current residents, and residency program directors is low. This is in opposition to opinions from several national organizations that proclaim the importance of clinical research skills in doctor of pharmacy curricula. Pharmacy programs must continue to further develop clinical research skills and abilities of future graduates while being cognizant of these perception barriers when developing strategies to enhance research experiences within their curricular programs.

Practical Insights for the Pharmacist Educator on Student Engagement

Student engagement continues to be a point of emphasis in pharmacy education, yet there remains little data on tangible means to increase organic student engagement. This review attempts to better define student engagement, draws from educational theorists to emphasize the importance of student engagement, and provides the reader with practice philosophies that can be used across of variety of teaching settings to help develop an engaging learning environment.

A Systematic Review of Extramural Presentations and Publications from Pharmacy Student Research Programs

Objective. To conduct a systematic review of reports of pharmacy student research programs that describes the programs and resulting publications or presentations. Methods. To be eligible for the review, reports had to be in English and indicate that students were required to collect, analyze data, and report or present findings. The outcome variables were extramural posters/presentations and publications. Results. Database searches resulted in identification of 13 reports for 12 programs. Two-thirds were reports of projects required for a course or for graduation, and the remaining third were elective (participation was optional). Extramural posters resulted from 75% of the programs and publications from 67%. Conclusion. Although reporting on the outcomes of student research programs is limited, three-quarters of the programs indicated that extramural presentations, publications, or both resulted from student research. Additional research is needed to identify relevant outcomes of student research programs in pharmacy.

A descriptive investigation of the impact of student research projects arising from elective research courses

Background

Pharmacy academicians have noted the need to develop research skills in student pharmacists. At the Gatton College of Pharmacy, significant focus has been placed on the development of research skills through offering elective research courses. In order to evaluate the impact of participation in the research elective(s), we analyzed college records and surveyed faculty members with regard to the number of poster/podium presentations, published peer-reviewed manuscripts, and funded projects.

Results

Student enrollment in the research elective sequence has increased over time and has resulted in 81 poster presentations, 14 podium presentations, and 15 peer-reviewed publications.

Conclusions

Implementation of a research elective sequence and fostering of a research culture amongst the faculty and students has resulted in increased student engagement in research and related scholarly activities.

Development of a pharmacy student research program at a large academic medical center

PURPOSE

A program to promote research by pharmacy students created through the collaboration of an academic medical center and a college of pharmacy is described.

SUMMARY

In 2009, Midwestern University Chicago College of Pharmacy and Northwestern Memorial Hospital (NMH) expanded their existing partnership by establishing a program to increase opportunities for pharmacy students to conduct clinical-translational research. All professional year 1, 2, or 3 students at the college, as well as professional year 4 students on rotation at NMH, can participate in the program. Central to the program's infrastructure is the mentorship of student leads by faculty- and hospital-based pharmacists. The mentors oversee the student research projects and guide development of poster presentations; student leads mentor junior students and assist with orientation and training activities. Publication of research findings in the peer-reviewed literature is a key program goal. In the first four years after program implementation, participation in a summer research program grew nearly 10-fold (mainly among incoming professional year 2 or 3 students, and student poster presentations at national pharmacy meetings increased nearly 20-fold; the number of published research articles involving student authors increased from zero in 2009 to three in 2012 and two in 2013.

CONCLUSION

A collaborative program between an academic medical center and a college of pharmacy has enabled pharmacy students to conduct research at the medical center and has been associated with increases in the numbers of poster presentations and publications involving students.

Outcomes of a Multi-faceted Educational Intervention to Increase Student Scholarship

Objective. To increase the percentage of state, national, or international student presentations and publications. Design. A multi-faceted intervention to increase student scholarly output was developed that included: (1) a 120-minute lecture on publication of quality improvement or independent study research findings; (2) abstract workshops; (3) poster workshops; and (4) a reminder at an advanced pharmacy practice experience (APPE) meeting encouraging students to publish or present posters. The intervention effect was measured as the percent of students who presented at meetings and the number of student projects published. Assessment. A significant increase occurred in the percent of students who presented posters or published manuscripts after the intervention (64% vs 81%). Total student productivity increased from 84 to 147 posters, publications, and presentations. The number of projects presented or published increased from 50 to 77 in one year. Conclusion. This high-impact, low-cost intervention increased scholarly output and may help students stand out in a competitive job market.

Pathways to Improve Student Pharmacists' Experience in Research

OBJECTIVE

To describe the implementation of a student research program and to provide outcomes from the initial 4 years' experience.

DESIGN

Students conducted individual research projects in a 4-year longitudinal program (known as Pathway), with faculty member advising and peer mentoring. A prospective assessment compared perceptions of those who completed the Pathway program with those of students who did not. Descriptive statistics, t tests, and analysis of variance (ANOVA) were used.

ASSESSMENT

The class of 2013 was the first to complete the Pathway program. In the Pathway assessment project, 59% (n=47) of students who responded reached self-set goals. Pathway students agreed that this research experience improved their ability to work/think independently, evaluate literature, and distinguish themselves from other students.

CONCLUSION

The Pathway program helped students understand the research process and reach other self-set goals.

Scholarly contributions of required senior research projects in a doctor of pharmacy curriculum

OBJECTIVE

To determine dissemination outcomes and faculty perceptions of senior research projects conducted from 2008 to 2011 by PharmD students in a curricular pathway focused on direct patient care.

METHODS

Preceptors' reported dissemination outcomes of research projects were surveyed and their perceptions of the precepting experience were rated using a web-based survey. Results were compared to those from an earlier pharmaceutical care cohort (2002-2007) and a combined cohort of 2, more research-intensive curricular pathways at the school.

RESULTS

The overall response rate was 90.2%. Project dissemination included 61.3% at an institutional forum, 42.3% as a submitted publication, 37.8% as a poster, and 4.5% as an oral presentation. Projects completed from 2008-2011 were significantly more likely than those from 2002-2007 to be submitted for publication (42.3% vs 10.7%, p<0.001) and published (28.8% vs 5.3%, p<0.001). Most preceptors found their research projects valuable to them professionally (88.3%) and to their own or another institution (83.5% and 78.5%, respectively). Ninety-five percent of preceptors would precept again.

CONCLUSION

Dissemination rates for pharmaceutical care projects increased over time. Despite modest dissemination levels, the majority of preceptors agreed that required student research projects provide a valuable learning experience for students.

Recommendations for meeting the pediatric patient's need for a clinical pharmacist: a joint opinion of the Pediatrics Practice and Research Network of the American College of Clinical Pharmacy and the Pediatric Pharmacy Advocacy Group

Children warrant access to care from clinical pharmacists trained in pediatrics. The American College of Clinical Pharmacy Pediatrics Practice and Research Network (ACCP Pediatrics PRN) released an opinion paper in 2005 with recommendations for improving the quality and quantity of pediatric pharmacy education in colleges of pharmacy, residency programs, and fellowships. Although progress has been made in increasing the availability of pediatric residencies, there is still much to be done to meet the direct care needs of pediatric patients. The purpose of this joint opinion paper is to outline strategies and recommendations for expanding the quality and capacity of pediatric clinical pharmacy practitioners by elevating the minimum expectations for pharmacists entering pediatric practice, standardizing pediatric pharmacy education, expanding the current number of pediatric clinical pharmacists, and creating an infrastructure for development of pediatric clinical pharmacists and clinical scientists. These recommendations may be used to provide both a conceptual framework and action items for schools of pharmacy, health care systems, and policymakers to work together to increase the quality and quantity of pediatric training, practice, and research initiatives.

Student scientific inquiry in the core curriculum

OBJECTIVE

To design and implement a required student-driven research program as a capstone experience in the doctor of pharmacy (PharmD) curriculum.

DESIGN

A research proposal in the form of a competitive grant application was required for each of 65 fourth-year students in an inaugural PharmD class at Touro College of Pharmacy in New York. The focus of the proposals was on hypothesis-driven research in basic science, clinical research, health outcomes, and public health.

ASSESSMENT

Students' research proposals were graded using a standardized grading instrument. On a post-experience survey, most students rated the overall experience positively, indicating increased confidence in their research skills. About two-thirds of faculty members were satisfied with their students' performance, and the great majority thought the experience would be useful in the students' careers.

CONCLUSION

The capstone research project was a positive experience for fourth-year students.

Recommendations for Meeting the Pediatric Patient's Need for a Clinical Pharmacist: A Joint Opinion of the Pediatrics Practice and Research Network of the American College of Clinical Pharmacy and the Pediatric Pharmacy Advocacy Group

Children warrant access to care from clinical pharmacists trained in pediatrics. The American College of Clinical Pharmacy Pediatrics Practice and Research Network (ACCP Pediatrics PRN) released an opinion paper in 2005 with recommendations for improving the quality and quantity of pediatric pharmacy education in colleges of pharmacy, residency programs, and fellowships. While progress has been made in increasing the availability of pediatric residencies, there is still much to be done to meet the direct care needs of pediatric patients. The purpose of this Joint Opinion paper is to outline strategies and recommendations for expanding the quality and capacity of pediatric clinical pharmacy practitioners by 1) elevating the minimum expectations for pharmacists entering practice to provide pediatric care; 2) standardizing pediatric pharmacy education; 3) expanding the current number of pediatric clinical pharmacists; and 4) creating an infrastructure for development of pediatric clinical pharmacists and clinical scientists. These recommendations may be used to provide both a conceptual framework and action items for schools of pharmacy, health care systems, and policymakers to work together to increase the quality and quantity of pediatric training, practice, or research initiatives.

A curriculum development simulation in a graduate program

OBJECTIVE

To implement and evaluate a curriculum development seminar in which graduate students experienced circumstances that occur when faculty members develop and attempt to secure colleague approval for a curriculum.

DESIGN

Learning activities for the graduate seminar included classroom lectures, active learning, and a group project in which simulated faculty committees created new curriculums for the pharmacy practice department's 3 research areas.

ASSESSMENT

Responses on pre- and post-seminar surveys indicated that graduate students' self-confidence in their ability to conduct key curriculum development activities increased (p < 0.05). In a post-seminar focus group, graduate students stated that they valued participating in the faculty simulation, learning about curriculum development and research programs other than their own, and collaborating with their peers.

CONCLUSION

A curriculum development faculty simulation was an effective tool for preparing graduate students for curriculum development responsibilities and generated valuable documents that the department could use in the revision of the 3 pharmacy practice graduate school curricula.

An elective course to engage pharmacy students in research activities

OBJECTIVE

To implement problem-based learning exercises in a pharmacy research elective course and assess the impact on students' knowledge and confidence in their ability to analyze, design, and present basic research projects relevant to clinical areas.

DESIGN

Hands-on learning activities, including discussions on experimental design, development of collective diagrams, research planning, results analysis, data evaluation, and presentation design, were incorporated into the course and developed as team-based learning experiences.

ASSESSMENT

Students gave a seminar presentation to peers and faculty members at the end of the semester and created posters for presentations at professional meetings. Students who decided to work on a continuation project during the following semester were expected to produce data that might be sufficient for the development of manuscripts for submission to scientific journals.

CONCLUSIONS

Feedback from students revealed an appreciation and renewed interest in analyzing clinical issues with a much wider focus as well as increased understanding of and confidence in using data derived from basic science research.

Pharmacy students' perceptions of a required senior research project

OBJECTIVES

To determine pharmacy students' perceptions of a required research project in a doctor of pharmacy curriculum.

METHODS

A survey instrument was administered to senior pharmacy students to determine their perceptions of the project advisor and overall project experience and their postgraduation employment plans.

RESULTS

Two-hundred twenty-nine (81.5%) students completed a survey instrument. The majority agreed or strongly agreed that the project provided a valuable learning experience (88.2%), provided a competitive advantage for postgraduate job opportunities (73.2%), and should be a continued graduation requirement (74.2%). Respondents with plans for a residency or fellowship were more likely than those entering a community or hospital/institutional pharmacy to agree that completion of the project made them more qualified or marketable and should be continued as a graduation requirement (p < 0.05).

CONCLUSIONS

A required research project was perceived by pharmacy students to be a beneficial experience. Students pursuing residency or fellowship were more likely to feel the project was beneficial than students entering the workforce.