Making the most of advanced pharmacy practice experiences

Wiley, Tessa; Rowe, Jordan M.; Hammond, Drayton A.

doi:10.2146/ajhp160202

Cited by 6 publications

(4 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition to structured, semester‐long classes, both IPPEs and APPEs can provide a favorable platform for a dedicated research elective experience. Furthermore, some institutions structure their APPEs as “tracks” or “blocks” that allow students to spend most of their experiences at a single site 28 . This structure supports student productivity and efficiency while providing more individualized, longitudinal mentorship opportunities.…”

Section: Elective Research Opportunities For the Pharmacy Studentmentioning

confidence: 99%

“…This structure supports student productivity and efficiency while providing more individualized, longitudinal mentorship opportunities. Many of these APPE programs contain the standard clinical components and are enhanced with individualized service and research expectations that attract learners considering postgraduate training or desire a challenging learning environment 28,29 . In a survey of preceptors at a center utilizing block‐scheduled APPEs, 93% would recommend this structure and 73.2% reported that students were more prepared to enter postgraduate training through enhanced patient care activities, completion of initiatives or projects for the pharmacy department, and composition of publishable research from students within the program 30 .…”

Section: Elective Research Opportunities For the Pharmacy Studentmentioning

confidence: 99%

See 1 more Smart Citation

Preparing pharmacy trainees for a future in research and contributing to the medical literature

Lichvar

Condeni

Pierce

2020

J Am Coll Clin Pharm

View full text Add to dashboard Cite

Clinical research is a skill that can be honed and cultivated in the right educational environment. Creating experiences to maximize growth and interest in clinical research can occur both during pharmacy school and throughout postgraduate training. The purpose of this “how‐to” guide is to assist pharmacists, as well as their students and residents, with effectively structuring experiences and programs that instill and cultivate a lifelong desire to contribute to the medical literature. The overarching areas of focus are threefold: (1) identifying trainees and mentors, (2) crafting research training experiences, and (3) supporting continued interest and growth in research after completion of the initial experience. Early introduction of a positive research culture in the trainee experience through structured and thoughtful curricula and experiences can maximize learner potential. Several thoughtful steps and recommendations can maximize these experiences and opportunities for learners and new practitioners. Instilling and cultivating a lifelong desire to contribute to the medical literature in pharmacy trainees remains a challenge that is both worthy and necessary to pursue for the sakes of our profession, patients, and trainees.

show abstract

Section: Elective Research Opportunities For the Pharmacy Studentmentioning

confidence: 99%

Section: Elective Research Opportunities For the Pharmacy Studentmentioning

confidence: 99%

Preparing pharmacy trainees for a future in research and contributing to the medical literature

Lichvar

Condeni

Pierce

2020

J Am Coll Clin Pharm

View full text Add to dashboard Cite

show abstract

“…Several pharmacy schools and colleges offer undergraduate research courses worldwide [ 19 , 20 ]. Previous studies have indicated that these courses enhance students’ confidence in conducting research [ 21 , 22 ].…”

Section: Introductionmentioning

confidence: 99%

Exploring the perceptions of faculty members about research courses in undergraduate pharmacy curriculum: A qualitative study

Aly,

Hishari,

Stewart

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

Introduction and objective The commitment of pharmacy graduates to patient care and research is crucial to advancing pharmaceutical science and practice. Consequently, the value of involving undergraduate pharmacy students in research has been increasingly recognized. Given that the College of Pharmacy at Qatar University offers two undergraduate pharmacy research courses, it is relevant to explore the perception of faculty members of the delivery, impact, facilitators, barriers, and suggested improvements in these courses. This exploration will help to improve the existing curriculum and to highlight the prospective impact of student involvement in undergraduate pharmacy research courses on the personal and professional growth of students, as well as on the progressive evolution of the pharmacy profession. Methods A qualitative exploratory case study was performed in which five virtual focus groups were conducted. All eligible faculty members from the clinical pharmacy and pharmaceutical science departments with experience supervising students who had taken one or two undergraduate pharmacy research courses were invited to participate. The focus group questions were based on the Theoretical domain framework of behavioral determinants. Verbatim transcription was performed, and the collected data were thematically analyzed using the computer-assisted coding software NVivo®. Results Of the 26 eligible faculty members, 21 participated in this study. Five deductive themes were identified: social professional role and influences, beliefs about capabilities, skills, beliefs about consequences and goals, and environmental resources and behavioral regulations. Overall, faculty members identified themselves as assessors and mentors. Participants expected students to possess independence, responsibility, and motivation. They believed that students generally required more practical research skills. Several benefits of incorporating students into undergraduate research have been highlighted, including increased publication productivity and quality. However, several hurdles to undergraduate research in pharmacy have been identified, including limited resources, limited timeframes, and sometimes delayed ethical approval. Conclusion Faculty members expressed optimism regarding the undergraduate research courses. However, some logistical concerns, including the lengthy ethical approval process and resource availability, must be addressed to optimize the effectiveness of these courses.

show abstract

“…Pharmacy colleges worldwide offer designated research tracks ( 15 , 16 ), or directed research courses as core or elective requirements ( 17 – 19 ). In several studies, students indicated improved confidence when conducting research after completing a one-semester research course ( 17 ), and in applying knowledge in practice after completing an independent research elective course ( 20 ).…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2022

View full text Add to dashboard Cite

IntroductionAcademic 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).MethodsA 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.ResultsThe 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)].ConclusionsIncorporating 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.

show abstract

Making the most of advanced pharmacy practice experiences

Cited by 6 publications

References 2 publications

Preparing pharmacy trainees for a future in research and contributing to the medical literature

Preparing pharmacy trainees for a future in research and contributing to the medical literature

Exploring the perceptions of faculty members about research courses in undergraduate pharmacy curriculum: A qualitative study

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

Contact Info

Product

Resources

About