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

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.

Perceptions and experiences of undergraduate pharmacy students and alumni toward research after exposure to undergraduate research courses

Introduction

Academic institutions have a duty to equip health professional students with the requisite research skills to ensure the implementation of evidence-based practice. This study aims to determine the perceptions of pharmacy students and alumni toward research after completing Undergraduate Research in Pharmacy Courses (URPCs) at the College of Pharmacy–Qatar University (CPH–QU).

Methods

A cross-sectional survey was conducted. All CPH-QU alumni (n = 238), and all third- and fourth-year professional students who had completed at least one URPC at the time of conducting the study (n = 42) were approached. The questionnaire contained items relating to research experience and perceptions of significance, confidence in conducting research, actual and anticipated outcomes, and motivation for future research. A Theoretical Domains Framework informed the development of selected items.

Results

The response rate was 72.1% (202/280); however, the usable rate was 95.5% (193/202). The participants gave positive responses relating to their perceptions of research significance {Median = 5.0 [Interquartile range (IQR) = 1.0], Minimum–Maximum = 1–5}, confidence in conducting research [Median = 4.0 (IQR = 1.0), Minimum–Maximum = 1–5], actual and anticipated outcomes [Median = 4.0 (IQR = 1.0), Minimum–Maximum = 1–5], and motivation for future research plans [Median = 4.0 (IQR = 1.0), Minimum–Maximum = 1–5]. The majority of participants perceived non-confidence in using data analysis software [72 (39.4% non-confidence)] and a high proportion of participants were non-confident in conducting data analysis [45 (24.6% non-confidence)]. More than half reported publishing at least one peer-reviewed article [99 (54.4% agreement)] from their courses and were highly motivated to consider post-graduate degrees in pharmacy [132 (73.3% agreement)].

Conclusions

Incorporating URPCs into CPH–QU curriculum has potentially improved students and alumni's perceptions of research. Action is needed to improve confidence in different aspects of research.

Factors influencing the involvement of doctor of pharmacy students in research and scholarship projects

INTRODUCTION

The study objective was to determine factors that stimulate or hinder student pharmacist participation in research and scholarship, to determine factors faculty believe are motivators or barriers for student pharmacist participation, and to compare student and faculty responses.

METHODS

An electronic questionnaire was developed and emailed to all students enrolled in the doctor of pharmacy program and to all program faculty. To increase response rate, students were provided class time to complete the survey. Responses were collected anonymously.

RESULTS

A total of 404 students (69% response rate) and 35 faculty (78% response rate) participated. Motivational factors rated highly by both students and faculty were interest in the topic, comfort level in working with faculty, energetic quality of faculty, and becoming more competitive for post-graduate training. Students indicated that projects benefiting the profession/medical community was an important motivator, while faculty believed that pursuing a position that requires research/scholarship was a key motivational factor. The most highly rated barrier was lack of time.

CONCLUSIONS

Student pharmacist participation in research and scholarship with faculty is variable in our program and little was known previously about factors that led student pharmacists to engage in research and scholarship. There was general agreement among student and faculty regarding several motivating factors; however, some important differences did exist. Addressing these differences may help increase student involvement in research and scholarship in the future.

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.

Effectiveness of a Student Pharmacist-Led Telephone Follow-Up Intervention to Improve Hemoglobin A1C in Diabetic Patients

OBJECTIVE

To evaluate the effectiveness of a student pharmacist-led telephone follow-up intervention to improve hemoglobin A1c (HbA1c) in diabetic patients.

METHODS

This was a prospective, randomized, pilot study to implement a telephone follow-up intervention for diabetic patients with HbA1c ≥7%. Patients were recruited and randomized into intervention and control groups. All patients received standard of care. Patients in the intervention group additionally received weekly phone calls from a student pharmacist for 12 weeks to encourage medication adherence. HbA1c at baseline and end of study were measured and the data were analyzed using SAS version 9.4. Analysis included descriptive statistics and a multiple regression model to assess the association between the end of study and baseline HbA1c while controlling for demographics.

RESULTS

Seventy-eight patients participated and the average age was 62 (±11) years. Baseline HbA1c was 8.2% (±1.4%) in the intervention group and 7.9% (±1.3%) in the control group. HbA1c decreased by 0.35% in the intervention group (P = .027) and increased by 0.338% in the control group (P = .013). The end of study HbA1c were higher in the control group even after controlling for baseline HbA1cs (0.5547, P value .002) in the regression model.

CONCLUSION

Incorporating student pharmacists in physician offices to provide clinical care services could lead to improved patient outcomes and students' clinical and research skills.

Twelve tips for teaching a comprehensive disease-focused course with a global perspective: A sickle cell disease example

A disease-focused course entitled "Understanding Sickle Cell Disease: A Biopsychosocial Approach" addressed the complex nature of SCD using patient-centered, global and interdisciplinary approaches. Sickle cell disease (SCD) is a rare inherited blood disorder that requires multidisciplinary care. Worldwide 20-25 million individuals have SCD, which is associated with a shortened lifespan due to many medical complications and social and behavioral health challenges. Health care professionals often have limited knowledge of SCD as they typically learn about it within the context of their own disciplines. This article provides twelve tips for educators that can be used to develop a similar course on any disease, with considerations for both low- and high-resource countries. The tips were devised from personal experience and available literature. Through these twelve tips, we provide a practical framework for increasing knowledge of complex diseases like SCD using a comprehensive elective course.

Developing a Measure of Students' Potential Involvement in Scholarly Activities

BACKGROUND

Pharmacy schools must encourage a culture of inquiry so future pharmacists approach practice in a scholarly fashion.

OBJECTIVES

To develop an instrument measuring intentions to engage in various scholarly activities.

METHODS

Items representing scholarly activities relevant to pharmacists were developed. Exploratory factor analysis (EFA) was used to refine the list and identify underlying factors. Internal consistency was examined using Cronbach's alpha. Results were compared across student characteristics using unpaired t tests and 1-way analysis of variance. Key Findings: The initial list of 54 items was reduced to 31 after review and then administered to 381 pharmacy students (337 complete responses; 88% response rate). EFA suggested 3 factors with 4 items being removed due to low factor loadings. The final Potential Involvement in Scholarly Activities (PISA) instrument contained 27 items in 3 domains: research activities (13 items), professional writing (9 items), and practice evaluation/quality improvement (5 items). Cronbach's alphas were ≥0.85 for the total scale and domains. PISA scores were statistically higher for first-year students and those with previous research experience or post-graduate training interests.

CONCLUSIONS

Initial development of the PISA instrument suggested a 3-factor structure with acceptable internal consistency in this sample. Continued work is needed to examine the instrument in more diverse samples.

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.

Teaching Research Skills to Student Pharmacists in One Semester: An Applied Research Elective

Objectives. To implement and assess the effectiveness of a 15-week applied research elective that introduced students to secondary database analysis in clinical pharmacy. Design. In small groups, students learned, planned, developed and completed a secondary database study to answer an original research question. During one semester, they completed a basic research proposal and Institutional Review Board application, created and analyzed a National Health and Nutrition Examination Survey (NHANES) sample dataset, and reported the results in an abstract and poster presentation. Assessment. All deliverables resulted in high grades. Mean scores on a survey conducted following completion of the course revealed that students strongly agreed or agreed that they had high levels of confidence about performing research-related tasks. Eight student groups delivered poster presentations at professional conferences. Conclusions. Within one semester, student pharmacists with no or little research experience completed original research projects that contributed to pharmacy practice knowledge. They felt highly confident doing research-related tasks, and successfully disseminated their studies beyond the classroom.