An Elective Course to Foster Interest in Academic Pharmacy Career Opportunities

Spooner, Joshua J.; Kennedy, Daniel R.

doi:10.5688/ajpe81113

Cited by 16 publications

(16 citation statements)

References 16 publications

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“…23 To alleviate a capacity issue, programs have also reported combining trainees together (e.g., team-based approach with 2-5 trainees per research mentor) on the same project in order to lessen the number of projects and research mentors needed in a given year. 19,24 Programs might also consider having multiple trainees work together, including across sites, to increase the sample size and rigor of the project. In instances where trainees are working together on the same project, particularly across sites, it is important to note that very clear planning, timelines, and expectations (e.g., roles and responsibilities) should be established to ensure the project moves forward in a timely fashion.…”

Section: Limited Expertise and Number Of Research Mentorsmentioning

confidence: 99%

“…This varies from the programs being credit-bearing courses with specific assignments, deliverables, and class times to programs having timelines with research milestones to ensure the trainee is progressing at an appropriate pace. 18,24,[28][29][30][31][32] Several programs also reported the creation of a research training program handbook, which describe in detail the program process (e.g., registration information, advisor selection, reporting flow, deadlines, deliverables format, potential troubleshooting) and content (e.g., goals, objectives, overall description, proposal writing tips, recommended readings). 33 Utilizing best practices in course design (e.g., backward design with well-defined objectives and deliverables formulated first) can also promote quality of learning, rigor, and alignment across research fundamentals taught through a project-based approach.…”

Section: Lack Of Program Organization and Oversightmentioning

confidence: 99%

“…In some instances, programs have even required completion of a manuscript and submission to a journal to meet graduation requirements. 19,24,41 Yet circumstances may occur where the trainee completes their design may be the most optimal strategy to mitigate this barrier as it allows for built-in time to complete the project or come to near completion, hand-off the project, and/or submit (and revise and resubmit) a manuscript.…”

Section: Trainee Departs Prior To Research Project Completionmentioning

confidence: 99%

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How‐to guide for overcoming barriers of research and scholarship training in Pharm.D. and pharmacy residency programs

Morbitzer

McLaughlin

Devanathan

et al. 2021

J Am Coll Clin Pharm

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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 has 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.

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Section: Limited Expertise and Number Of Research Mentorsmentioning

confidence: 99%

Section: Lack Of Program Organization and Oversightmentioning

confidence: 99%

Section: Trainee Departs Prior To Research Project Completionmentioning

confidence: 99%

See 1 more Smart Citation

How‐to guide for overcoming barriers of research and scholarship training in Pharm.D. and pharmacy residency programs

Morbitzer

McLaughlin

Devanathan

et al. 2021

J Am Coll Clin Pharm

View full text Add to dashboard Cite

show abstract

“…Elective courses are out‐of‐class courses commonly designed to increase and reinforce knowledge, boost confidence, facilitate academic, and enhance student participation in the process of scientific research . This format of courses is widely used in higher education, they give students the chance to take classes outside of a prescribed plan of coursework and a more “well‐rounded” education, and thus they are widely accepted by students.…”

Section: Introductionmentioning

confidence: 99%

Design, implementation, and outcomes of an elective course on preliminary structural biology for undergraduate students majoring in biotechnology

Zhang

Jing

Luo

et al. 2019

Biochem Molecular Bio Educ

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Biotechnological pharmaceuticals is a key course offered to third‐year undergraduates majoring in biotechnology in our university. However, students often experience difficulties in understanding the principles of related technologies. In this study, we developed and implemented an elective course on preliminary structural biology for biotechnology undergraduates, aiming at reinforcing the principles of these technologies by experimental practice. The course was composed of three phases and lasted for 15 weeks, 18 students were randomly divided into six teams and were encouraged to design, prepare, carry out, and conclude a project on their own. The main contents of their project were cloning, expression, purification, and crystal screening of HpaA, a lipoprotein from the gastric pathogen Helicobacter pylori. Examination scores of biotechnology pharmaceuticals were used to assess learning outcomes. The results showed that students who participated in this course gained higher scores in the final examination, and they performed better on the questions specifically related to the elective course. These results demonstrated that the course enhanced students' understanding of the technologies involved in this course by practical applications. Thus, this elective course was effective in helping biotechnology undergraduates to learn the theory and application of biological technologies, and the experience gained in this course may be useful for other technology‐based courses.

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“…Additionally, several pharmacy programs across the United States offer an elective didactic course or an elective APPE rotation in academic pharmacy. 7,8 Each of these steps is helping to increase the number of students pursuing a career in academia, yet the shortage of faculty still exists. One major drawback of most of the available opportunities is that they have a relatively late entry point in a future pharmacist's education and training.…”

mentioning

confidence: 99%