Self-reported perception of a Dedicated research semester in Pharmacy curriculum in enhancing research competencies

Abstract

This study measures the impact of the implementation of a dedicated research semester on various perceived competencies related to research. In 2016, surveys were conducted on final undergraduate Pharmacy students in regard to appraisal and critical thinking skills. Students’ perceptions of the impact of research in enhancing their employment potential were investigated. Our evaluation included students’ self-assessment of their writing, presentation, critical thinking and research skills. To assess qualitative parameters, the data obtained were analysed using the Wilcoxon signed-rank test. A total of 113 responses was received. A majority of students indicated that the research semester prepared them in undertaking their research projects. They acknowledged that research helped in building confidence and to acquire the ability to work independently. Most students perceived that the experience gained in research would enhance their employment potential. Overall, students developed critical thinking skills through their respective research project.

Pharmacy students’ and supervisors’ perceptions of the effectiveness of assessment rubrics for undergraduate research performance review

“…This study could demonstrate the roles of assessment rubrics in helping students perceive expectations about their attitudes and research performance and in facilitating supervisors' evaluation and feedback processes. Although the research project module could provide undergraduate pharmacy students with an excellent and helpful experience to develop specific research skills and enhance their competencies and selfassurance in undertaking research work, students struggled with several challenges in their initial research exposure (Tan et al, 2020). Assessment rubrics prepare students for research by providing a broad understanding of the expectations for their attitudes, research conduct, and data collection, analysis, and interpretation, while allowing for a clear and transparent evaluation of their research performance (Jonsson, 2014).…”

“…Research exposure has been reported to enrich the learning experience of undergraduate students of various programmes, including pharmacy (Tan, 2007;Lee et al, 2010;Laidlaw et al, 2012;Harirforoosh & Stewart, 2016;Bhagavathula et al, 2017). The research experience enhances students' understanding of research and allows them to discover their research interests where they can further pursue graduate studies and, subsequently, a career as a researcher (Lopatto, 2007;Murdoch-Eaton et al, 2010;Tan et al, 2020). Indeed, scholarly activities might raise students' interest in pursuing academic pharmacy as their profession (Nykamp et al, 2010).…”

“…Indeed, scholarly activities might raise students' interest in pursuing academic pharmacy as their profession (Nykamp et al, 2010). Furthermore, by undertaking a research project, students could develop teamwork, critical thinking, problem-solving, lifelong learning, and oral and written communication skills; they could also build their self-confidence and play a more active role in their own learning (Lopatto, 2007;Petrella & Jung, 2008;Tan et al, 2020). Undergraduate research experience also provides an opportunity for students to acquire knowledge on scientific investigation, project management, and research ethics, as well as to participate in various research activities such as method design, the conduct of research, scientific observations, data collection, data analysis, and data interpretation (Laidlaw et al, 2012;Bhagavathula et al, 2017;Perez, Rabionet & Bleidt, 2017).…”