Student scientific inquiry in the core curriculum

Student Pharmacists' Perspectives Regarding a Virtually Delivered Research Proposal Course in the Doctor of Pharmacy Curriculum

This study aimed to assess third-year student pharmacists' perspectives regarding a virtually delivered research proposal course. A 23-item questionnaire was distributed to third-year student pharmacists enrolled in a research proposal course over three weeks in April 2021. The questionnaire contained 15 Likert-scale items, seven descriptive items, and a free-text item for additional comments about the course. Items were summarized using descriptive statistics. Fifty-four student pharmacists (response rate = 40.9%) participated in the survey. The student pharmacists surveyed generally had a positive perception of the virtually delivered research proposal course with median scores ≥ 4 (indicating agreement) for the majority (13/15) of survey items. Students did not agree that there was no difference in their motivation to succeed in the virtual course versus an in-person course and did not agree that they were more likely to pursue a career that involves undertaking a research project. This study found that student pharmacists generally had a positive perception of a virtually delivered research proposal course. These findings offer some support for the provision of an online, virtually delivered research proposal course for student pharmacists. Further research with a larger sample of students from multiple pharmacy schools is needed to improve the generalizability of the results.

Impact of Transitioning a Senior Seminar Capstone Course to an Intensive Hybrid Course

Objective. To compare outcomes (grades, resources, and perceptions) from a weekly in-person seminar capstone course (pre-revision group) to an intensive hybrid course design that included a two-day, in-person conference (10- and 25-minute student presentations) and asynchronous seminar skills sessions (post-revision group).Methods. Students' scores on seminar presentation rubrics were compared before and after the course revision. Between the groups, we compared resources, such as number of faculty and hours of involvement, and student time away from advanced pharmacy practice experiences (APPEs). We also assessed student and faculty satisfaction and perception. Comparisons between groups were made using statistical tests, and descriptive statistics were used to summarize student performance and survey responses.Results. The study included 370 students, 205 in the pre-revision group and 165 in the post-revision group. No significant difference was found in mean overall scores for the 25-minute presentation between groups; however, the post-revision group had significantly lower subscores for objectives and slides and significantly higher subscores for critical analysis. The survey was completed by 82% of faculty and 43% of students from the class of 2018. Most students (80%) found all of the asynchronous sessions helpful, and 70.6% preferred the intensive hybrid course format. Compared to the weekly format, all faculty reported student presentations were similar or better in quality and workload was similar or decreased with the intensive hybrid format.Conclusion. Changing the senior seminar capstone course to an intensive hybrid design reduced faculty workload and decreased student time away from APPEs while maintaining similar presentation grades and quality.

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.

Fostering PharmD Skills Related to Research and Quality Improvement Through Mentored Projects

Objective. To assess the impact of a Doctor of Pharmacy (PharmD) capstone project on students' ability to conduct research and quality improvement, and to assess the feasibility of requiring projects in the core curriculum. Methods. Project proposals were solicited from faculty members and local colleagues, and students matched with an individual project and mentor. After developing a written research proposal in their third professional year, students completed the project with mentor oversight in their third and fourth professional years, culminating with a poster session and completion of a manuscript prior to graduation. Students' knowledge of biostatistics, research confidence, and attitudes regarding research were evaluated using a validated survey instrument. Students and mentors were surveyed for feedback, and students' publications and presentations were tracked. Results. Sixty-one students (97%) completed their projects on time. Students' confidence in their ability to understand and participate in research increased, but improvement in statistical knowledge and interest in conducting future research projects was minimal. Fifty-eight percent of students presented posters at national conferences. Thirteen (21%) published manuscripts in peer-reviewed journals. Students and mentors responded positively overall about the program and the associated time requirements. Conclusion. Requiring PharmD students to complete a capstone project prior to graduation was feasible and increased student confidence in their ability to participate in research and the number of student and faculty poster presentations and peer-reviewed publications. These findings support the consideration of the Academy that analysis, synthesis, and creation of new knowledge can be successfully implemented into the core PharmD curricula.

Educational Outcomes Resulting From Restructuring a Scholarship Course for Doctor of Pharmacy Students

Objective. To compare educational outcomes between two iterations of a scholarship and research course for Doctor of Pharmacy (PharmD) students at Virginia Commonwealth University's School of Pharmacy. Methods. The first iteration of a course intended to teach pharmacy students the knowledge and skills necessary to design and conduct research involved lectures and application exercises, including limited guided questions about different aspects of the research process. In the fall of 2015, multiple structured activities and accompanying grading rubrics, each designed around the structure and content of a section of a research proposal, were introduced to the course to supplement lectures. Both iterations of the course culminated with students submitting a research proposal. After establishing interrater reliability, faculty members graded a random sample of 20 research proposals, 10 from each version of the course, and section-specific and overall proposal scores were compared. Results. In the proposals submitted after the course revisions, significant improvements in three areas were identified: the overall score, the section-specific scores for research hypothesis/specific aims, and institutional review board (IRB) discussion/informed consent. Nominal, though not statistically significant, improvements were observed in other sections. Conclusion. Additional research is needed regarding the best instructional strategies to reinforce data analysis and statistical testing knowledge and skills in PharmD students. Overall, our findings support the hypothesis that a more formalized, guided approach for teaching research methods improves learning outcomes for PharmD students.

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.

Navigare necesse est! Research to understand our body and soul, to heal the patients, to find ourselves

The image of a researcher is a distinguished, enthusiastic doctor in a fresh, washed and ironed white lab coat working in a clinic or research-centre. The research is well-financed, supported by different scientific and/or economic firms, and the aim is to understand the human body and its physiologic processes in atomic level for getting the best, mostly very expensive, and sometimes uneasy medical treatment for the patient. Nowadays on top of the most modern sciences there is the specialist, who lives in an ivory tower and knows almost everything about diseases and sciences. Try to get off to this land!

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 impact of a research course on pharmacy students' perceptions of research and evidence-based practice

BACKGROUND

Pharmacists need be able to understand and utilize evidence from the literature to provide optimal patient care as well as participate in research to improve care. Thus, it is important for pharmacy students to acquire skills in research and evidence-based practice (EBP).

OBJECTIVES

To evaluate the changes in pharmacy student (1) perceptions of research and EBP, (2) interest in research participation, and (3) confidence in understanding the research process and developing a research proposal after completing a research course.

METHODS

First-year professional pharmacy students completed a required one-semester research course. Study objectives were assessed pre- and post-semester using a survey that contained seven demographic items, nine Research Perceptions items, and 17 Confidence in Research items (5-point Likert scale; 1 = not at all confident, and 5 = extremely confident). Two years of data were collected (2012: N = 49, 2013: N = 53) and analyzed using Wilcoxon signed-rank tests and Mann-Whitney U tests as appropriate.

RESULTS

Significant improvements were seen in students' perceptions of the importance (2012: p = 0.022, 2013: p = 0.042) and usefulness of research (p = 0.022). Students' confidence significantly increased on all items for both years (p < 0.001). There was no significant change in student plans to perform or participate in future research. More students planned to use EBP in their practice post-semester in 2013 (p = 0.008).

CONCLUSIONS

A research course can be an effective way to increase student confidence in research and improve perceptions on the importance and usefulness of research and EBP. It may not be an effective way to increase student interest in research as a career.

The Importance of Research and Scholarly Activity in Pharmacy Training

Regardless of practice setting, it is imperative that pharmacists be able to either participate in generating new knowledge or use the ever-expanding body of literature to guide patient care. However, competing priorities in Pharm.D. curricula and residency training programs have resulted in limited emphasis on acquiring research and scholarly skills. Factors likely contributing to this reduced focus include the lack of curricular and postgraduate training standards emphasizing the development of research skills, time to commit to scholarly activity, and accessibility to experienced mentors. Strategies for increasing scholarly activity for pharmacy students and residents should therefore continue to be a focus of professional degree and residency training programs. Several resources are available for academic planners, program directors, and institutions to augment scholarly experience for pharmacy trainees and clinicians. This commentary highlights the importance of providing research opportunities for students and residents, describes the potential barriers to these activities, and provides recommendations on how to increase the instruction and mentoring of trainees to generate and use research.

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.

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.

Capstone projects as scholarship of application in entry-level occupational therapy education

Capstone projects are integrative student learning experiences used in higher education. This article describes the value and merit of capstone projects as scholarship of application within an entry-level occupational therapy education program. The capstone process is outlined and roles and responsibilities of student, faculty members, and community mentors described. Summative curricular evaluation from 5 years of capstone projects indicated that project characteristics and objectives aligned with the theory and desired outcomes of applied scholarship in the areas of student learning, faculty practice and development, and community service. Challenges identified can further inform development of the capstone experience in occupational therapy education.

"Thinking like a Neuroscientist": Using Scaffolded Grant Proposals to Foster Scientific Thinking in a Freshman Neuroscience Course

Learning and practicing scientific inquiry is an essential component of a STEM education, but it is often difficult to teach to novices or those outside of a laboratory setting. To promote scientific thinking in a freshmen introductory neuroscience course without a lab component, we developed a series of learning activities and assignments designed to foster scientific thinking through the use of scientific grant proposals. Students wrote three short grant proposals on topics ranging from molecular to cognitive neuroscience during a 10-week class (one quarter). We made this challenging and advanced task feasible for novice learners through extensive instructional scaffolding, opportunity for practice, and frequent peer and instructor feedback. Student and instructor reports indicate that the assignments were highly intellectually engaging and that they promoted critical thinking, a deeper understanding of neuroscience material, and effective written communication skills. Here we outline the mechanics of the assignment, student and instructor impressions of learning outcomes, and the advantages and disadvantages of implementing this approach.