The influence of an elective introductory clinical research course on pharmacy student interest in pursuing research-based careers

Pragmatic Model and Faculty Toolkit for PharmD Student Engagement in Social and Administrative Pharmacy Research

OBJECTIVE

We aim to describe the development of a pharmacy student workgroup as an experiential education model to provide social and administrative pharmacy research opportunities and provide a toolkit for faculty seeking to increase student research engagement via this model.

METHODS

Three pharmacy faculty with diverse training backgrounds but a common interest in opioid medications established a workgroup named the Opioid Research Workgroup. The workgroup consisted of first-year pharmacy students, research interns, and advanced graduate trainees. A hierarchical leadership model of supervision was implemented, whereby students reported progress on research tasks directly to an advanced graduate trainee leading a project team. To understand students' perspectives on the research experience and educational outcomes, students were asked to complete an anonymous voluntary survey after a year of participation.

RESULTS

Since its establishment, the workgroup has published multiple conference abstracts, manuscripts, and grants. Students' overall satisfaction with the Workgroup on a scale of 1-5, 5 being very high, was 4.69. The successful scalability and longevity of this model are dependent on administrative support that protects faculty resources. The toolkit provided offers resources for those interested in adapting this model.

CONCLUSION

Our experience with the pragmatic model of pharmacy student engagement in research proved successful in terms of research output and student training experience. Although the model can be applied across a variety of health science clinical and research topics, and faculty can leverage this approach to increase productivity in research output, faculty must ensure that resources are available to support this effort.

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.

Benefits of delivering research podium presentations by students enrolled in pharmacy programs: A descriptive study

INTRODUCTION

Objectives include (1) To create an opportunity for students enrolled in pharmacy programs to enhance their presentation skills by delivering research podium presentations at a regional conference; (2) To probe students' experience about podium presentations at the inaugural American Association for the Advancement of Science Pacific Division (AAAS PD) - American Association of Colleges of Pharmacy Students' Symposium; and (3) To introduce student pharmacists to science-oriented research.

METHODS

The student presenters were asked to anonymously answer 15 questions before and after the symposium. Question topics included factual information about students' background and favorability perceptions about symposia. Scores were compared between pharmacy students and non-pharmacy students, and favorability ratings were compared before and after the symposium.

RESULTS

Thirteen students delivered their podium presentations at the symposium entitled "Pharmaceutical Research and Development: From Bench to Patient-Centered Care" that was held in Pomona, California at the 99th Annual Meeting of the AAAS PD in 2018. Pharmacy and non-pharmacy students provided similar responses on favorability perceptions. Post-symposium perceptions were more favorable towards symposia compared to pre-symposium scores.

CONCLUSIONS

Favorability scores revealed a positive perception of the event and what it offered in terms of scientific benefits, networking opportunities, and enhancing soft skills. Participating students had the chance to (1) prepare and independently deliver a podium presentation on pharmacy-related research topics at a regional meeting; (2) network and learn from each other and professionals in the audience about pharmacy research; and (3) practice soft skills such as communication, time-management, teamwork, scientific writing, and presentation skills.

Entrustable professional activities for pharmacy students: A primer for solid organ transplant preceptors

DISCLAIMER

In an effort to expedite the publication of articles , AJHP is posting manuscripts online as soon as possible after acceptance. Accepted manuscripts have been peer-reviewed and copyedited, but are posted online before technical formatting and author proofing. These manuscripts are not the final version of record and will be replaced with the final article (formatted per AJHP style and proofed by the authors) at a later time.

PURPOSE

The role of a solid organ transplant pharmacist is multifaceted and translates to diverse experiential and elective learning experiences that can be provided to pharmacy learners. Here we provide a guide to integrating pharmacy students into patient care and other pharmacist activities in solid organ transplantation.

SUMMARY

Thoughtful incorporation of learners into clinical practice and clinical research creates a positive learning environment for pharmacy students that can foster the development of core skills necessary for students to become "practice-ready" and "team-ready" pharmacy graduates and can equip them with valuable skills to incorporate into the specialty practice areas and careers they pursue. To help develop these educational experiences, attention to the list of core entrustable professional activities (EPAs) established by the American Association of Colleges of Pharmacy can help create a rich environment of learning with carefully cultivated tasks. Furthermore, learners can serve as transplant pharmacist extenders to assist in overall patient care and multidisciplinary involvement on the transplant team. This article serves as a "how-to" guide for applying the EPA framework to integrating pharmacy students in patient care and other pharmacist activities in solid organ transplantation and other specialty practice areas.

CONCLUSION

As pharmacy preceptors design and operationalize their teaching to incorporate EPAs, they can benefit from recommendations tailored to specialty practice areas such as solid organ transplantation. Students may start and finish these experiences at different EPA levels, but continuance of training will allow them to achieve the final EPA level across the 6 EPA domains.

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.

Impact of early direct patient care introductory pharmacy practice experiences on student pharmacists' career exploration

BACKGROUND AND PURPOSE

The University of Kentucky College of Pharmacy piloted a novel longitudinal introductory experiential program to provide second (P2) and third (P3) year professional students early exposure to pharmacist-provided direct patient care, opportunity to develop professionally expected behaviors, and ability to explore contemporary pharmacy career options. This paper describes the influence of the pilot on pre-advanced pharmacy practice experiences (APPEs) career interests and professional development.

EDUCATIONAL ACTIVITY AND SETTING

Forty P2 and P3 students participated in the longitudinal experiential pilot course. Students were assigned to 32 pharmacist preceptors in a variety of direct patient care practices. Students completed 16 onsite hours over the fall semester. Influence of the pilot experience on APPE plans and future career interests was assessed by an end of experience reflective assignment and survey.

FINDINGS

The pilot course served as the initial exposure for the majority of students to both direct patient care and specialized areas of pharmacy practice. Nearly half of students indicated the experience advanced their knowledge of pharmacists' scope of practice and potential career opportunities. Most students (85%) reported the experience influenced future career plans, with half indicating increased interest in their specific practice specialty. Over 75% planned to pursue an APPE in that practice area. Nearly all students reported making professional contacts through this experience.

SUMMARY

Early exposure to direct patient care and specialized pharmacy practice areas through this IPPE provided students opportunity to inform career interest and develop professional contacts with preceptors in specialized practice areas.

Use of Concept Mapping to Identify Expectations of Pharmacy Students Selecting Elective Courses

The objective of this study was to demonstrate the use of concept mapping as a method for analyzing pharmacy students’ qualitative perceptions of their expectations of elective courses and to thus help guide delivery methods and course content. A survey containing demographic, Likert scale, and open-ended questions was administered to second-year pharmacy students prior to the start of elective courses and an innovative methodology, concept mapping, was used to identify major themes relating to student expectations. The association between preferred class delivery method (online versus in person) with student gender and English-as-a-second-language status (ESL) was also assessed. Note that this study was conducted prior to the COVID-19 pandemic. Ninety-eight out of 133 students (74%) completed the survey. Overall, 56% students stated that they preferred online delivery of courses (68% of these students were female, 36% were male). ESL status did not impact preference. The most common themes relating to student course expectations were the desire to learn about the elective course topic as well “real-world” utility. Our combined data indicate that delivery method is a key factor contributing to students’ choice of elective course and that concept mapping is an effective and efficient way to help identify student expectations of elective courses.

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.

Barriers to and factors influencing the pursuit of pharmacy student research

INTRODUCTION

The objective of this study was to identify perceived barriers and factors influencing student pursuit of research during pharmacy school.

METHODS

A voluntary, paper-based or electronic questionnaire was administered to all pharmacy students at a private college of pharmacy in mandatory courses during the 2016-2017 academic year. Survey questions collected information pertaining to demographics, factors influencing student pursuit of research, and barriers to pursuit of research. Participation was incentivized with gift cards.

RESULTS

A total of 623 students completed the survey (79% response rate). The average respondent was female (69.1%), 25-years old (IQR 23-26 years), employed (69.9%), and had a prior degree (66.6%). During pharmacy school, 27.3% of respondents pursued a research project. Of students not pursuing a research project during pharmacy school, the amount of interest to complete a project differed significantly between professional years (P < .01) with the second-year class having the highest interest. Lack of time (91.3%), unfamiliarity with the research process (81.8%), and too much coursework (80.5%) were cited as the top three perceived barriers that prevented students from pursuing research. A mandatory research class (87.6%), presentations describing faculty research interests (83.4%), and ability to work with a friend (83.9%) would most strongly influence students to complete research.

CONCLUSIONS

Students report additional information regarding research opportunities would positively influence their decision to pursue research while in pharmacy school. Future studies should evaluate strategies to familiarize students with the research process.

Teaching Research Ethics to Pharmacists: The Practice of Participatory Learning

The research history of community pharmacists in Japan is short, and ethical responses may not be mature. Therefore, the Japan Pharmaceutical Association and universities are working on research ethics education to help pharmacists make appropriate ethical responses. In this study, we evaluated whether an educational program using participatory learning was effective in research ethics education for pharmacists. Regarding the educational effects of our workshop, the score for motivation to learn about research ethics was high, and that for judgment and applied skills related to research ethics was low. Overall, participants’ assessment of the program contents was extremely favorable, indicating their satisfaction. Participatory learning was widely accepted and suggested to be effective in improving learning motivation. Additionally, to be able to apply the knowledge of research ethics to own research, it was considered necessary to continue learning through participatory learning. This will help pharmacists gain judgment and applied skills related to research ethics.

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 student awareness, aspiration, and preparation for post graduate education (PGE) fellowship in US: A cross-sectional study

INTRODUCTION

Fellowship opportunities are seen by pharmacy students and graduates as an option to assist in furthering pharmacy knowledge in a specific field or area of interest. Pharmaceutical industry fellowships are the most common pharmacy fellowship available to students. There has been little research on what motivates students to pursue a fellowship and what student characteristics may help predict interest in a fellowship.

METHODS

A survey was distributed to P1, P2, and P3 students. The survey took 10-15 min to complete and contained 28 questions. The difference in students' characteristics between fellowship interested students and non-fellowship interested students were examined using chi-square tests and t-tests for categorical variables and continuous variables, respectively. Logistic regression was used to examine predictors of pursuing a fellowship.

RESULTS

Age, work experience, and attendance during a fellowship roundtable were all found to be statistically significant predictors of pursuit of a fellowship. Financial obligations, family obligations, and feeling unprepared were the most common reasons for not pursuing a fellowship.

DISCUSSION AND CONCLUSIONS

Students earlier in the curriculum were more likely to express interest in pursuing a fellowship. Overall, students felt ill-prepared for the fellowship application process. In addition, fellowship roundtables may be useful for pharmacy programs to help students in their pursuit of fellowships.

Pharmacy Students' Knowledge and Attitude toward Registration Trials and Clinical Research: A Survey in a Japanese University Hospital

Clinical research plays a fundamental role in establishing new treatments. Clinical research coordinators are considered essential in clinical research, and medical professionals such as pharmacists often take on this role. Pharmacy students can be considered future candidates for this task. We used questionnaires to survey the knowledge of and attitudes toward registration trials and clinical research of pharmacy students at Tokushima University Hospital. All pharmacy students (103) to whom questionnaires were sent responded. Almost all respondents were aware of registration trials and clinical research. More than 90% were aware of the existence of clinical research coordinators, and about half (48.6%) understood their role. In clinical research terminology, most respondents were aware of informed consent and related issues, but fewer than 20% were aware of more practical things. In total, 29.1% and 40.8% of the respondents were willing to carry out and coordinate research. These findings suggest that pharmacy students have basic knowledge of clinical research and that many students are willing to carry out and coordinate clinical research. More practical exposure to clinical research may help to strengthen their future contribution. Further studies may help to determine how to provide education on registration trials and clinical research to pharmacy students.

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.

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 Learner-led, Discussion-based Elective on Emerging Infectious Disease

Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussion-based course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists.

Factors influencing pharmacy students' attitudes towards pharmacy practice research and strategies for promoting research interest in pharmacy practice

Objectives:

To (1) investigate the relationships between students’ characteristics and their (a) perceptions of research in general and (b) attitudes towards pharmacy practice research; (2) identify strategies that could be used by pharmacy educators to promote research interest in pharmacy practice; and (3) identify perceived barriers to the pursuit or completion of a pharmacy practice research degree.

Methods:

A survey was administered to all students enrolled in each year of the four-year pharmacy undergraduate program, University of Sydney, Australia. Perceptions of research in general were measured using 4 items on a five-point semantic-differential scale and attitudes towards pharmacy practice research were measured using 16 items on a five-point Likert scale. Student characteristics were also collected as were responses to open-ended questions which were analysed using content analysis.

Results:

In total 853 students participated and completed the survey (83% response rate). Participants’ characteristics were associated with some but not all aspects of research and pharmacy practice research. It appeared that positive attitudes and perspectives were influenced strongly by exposure to the ‘research’ process through projects, friends or mentors, previous degrees or having future intentions to pursue a research degree. Results from both the quantitative and qualitative analyses suggest positive attitudes and perceptions of research can be nurtured through the formal inclusion in research processes, particularly the utility of practice research in clinical practice across the four years of study. Participants indicated there was a lack of awareness of the needs, benefits and career opportunities associated with pharmacy practice research and voiced clear impediments in their career path with respect to the choice of practice research-related careers.

Conclusions:

Future research should investigate changes in perceptions and attitudes in a single cohort over the four-year degree, other factors influencing students’ perceptions and attitudes, and evaluate the effectiveness of research promoting strategies and programs.

An instrument to assess subjective task value beliefs regarding the decision to pursue postgraduate training

OBJECTIVES

To develop and validate an instrument to assess subjective ratings of the perceived value of various postgraduate training paths followed using expectancy-value as a theoretical framework; and to explore differences in value beliefs across type of postgraduate training pursued and type of pharmacy training completed prior to postgraduate training.

METHODS

A survey instrument was developed to sample 4 theoretical domains of subjective task value: intrinsic value, attainment value, utility value, and perceived cost. Retrospective self-report methodology was employed to examine respondents' (N=1,148) subjective task value beliefs specific to their highest level of postgraduate training completed. Exploratory and confirmatory factor analytic techniques were used to evaluate and validate value belief constructs.

RESULTS

Intrinsic, attainment, utility, cost, and financial value constructs resulted from exploratory factor analysis. Cross-validation resulted in a 26-item instrument that demonstrated good model fit. Differences in value beliefs were noted across type of postgraduate training pursued and pharmacy training characteristics.

CONCLUSIONS

The Postgraduate Training Value Instrument demonstrated evidence of reliability and construct validity. The survey instrument can be used to assess value beliefs regarding multiple postgraduate training options in pharmacy and potentially inform targeted recruiting of individuals to those paths best matching their own value beliefs.

A career exploration assignment for first-year pharmacy students

OBJECTIVE

To develop, implement, and assess student-learning outcomes from an assignment designed to expose first-year pharmacy students (P1) to a wide range of pharmacy career pathways.

DESIGN

Students enrolled in a required Pharmacy Practice and Ethics course at the Lebanese American University chose 1 pharmacist career to investigate from a suggested list of 28 career pathways. Students completed a literature review on the selected career, interviewed a pharmacist practicing that career path in Lebanon, wrote a paper, and prepared and delivered a summary presentation to their classmates about the career pathway. Students peer evaluated their classmates after each presentation.

ASSESSMENT

More than 85% of the students scored ≥70% on the assignment based on their achievement of student learning outcomes. Responses on an anonymous questionnaire showed that more than 94.6% of students were satisfied with the extent to which the course allowed them to meet the established learning outcomes.

CONCLUSION

A career exploration assignment provided pharmacy students with an opportunity to widen their knowledge and understanding of the different career pathways that are available for them.

Characteristics of Social and Administrative Sciences graduate programs and strategies for student recruitment and future faculty development in the United States

BACKGROUND

The rising demand of faculty in Social and Administrative Sciences (SAS) in pharmacy in the United States heightens the need to increase the number of Doctor of Philosophy (PhD) graduates in SAS who choose to pursue an academic career.

OBJECTIVES

To describe the characteristics of SAS graduate programs and graduate students and identify strategies for student recruitment and future faculty development.

METHODS

An Internet survey (phase I) with key informants (graduate program officers/department chairs) and semistructured telephone interviews (phase II) with phase I respondents were used. Items solicited data on recruitment strategies, number of students, stipends, support, and other relevant issues pertaining to graduate program administration. Descriptive statistics were tabulated.

RESULTS

Of the 40 SAS graduate programs identified and contacted, 24 completed the Internet survey (response rate [RR]=60.0%) and, of these, 16 completed the telephone interview (RR=66.7%). At the time of the survey, the median number of graduate students with a U.S.-based PharmD degree was 3. An average annual stipend for graduate assistants was $20,825. The average time to PhD degree completion was 4.57 years, and approximately 31% of PhD graduates entered academia. Various strategies for recruitment and future faculty development were identified and documented.

CONCLUSIONS

Findings allow SAS graduate programs to benchmark against other institutions with respect to their own achievement/strategies to remain competitive in student recruitment and development. Additional research is needed to determine the success of various recruitment strategies and identify potential new ones.

A graduate student mentoring program to develop interest in research

OBJECTIVE

To assess the impact of a graduate student mentoring program on student interest in research and postgraduate education and on graduate student confidence in mentoring.

METHODS

Undergraduate and pharmacy students (mentees) and graduate students (mentors) were matched and participated in the study, which required them to engage in at least 2 discussions regarding research and careers. Mentees completed a pre- and post-assessment of their perceptions of research, postgraduate training plans, and perceptions about mentors. Mentors completed a pre- and post-assessment of their perceptions about themselves as mentors and their confidence in mentoring.

RESULTS

Although there were no significant differences among the mentees' perceptions of research or the mentors' confidence in mentoring, qualitative analysis indicated that the mentees' perceptions of research improved and that the mentors believed their mentoring skills improved.

CONCLUSIONS

Based on the results of the qualitative analysis, implementing a graduate student mentoring program may help improve students' perceptions of research and graduate students' confidence in mentoring, which could increase student interest in postgraduate education and prepare mentors for future leadership roles.