Fostering PharmD Skills Related to Research and Quality Improvement Through Mentored Projects

Abstract

Objective. To assess the impact of a Doctor of Pharmacy (PharmD) capstone project on students' ability to conduct research and quality improvement, and to assess the feasibility of requiring projects in the core curriculum. Methods. Project proposals were solicited from faculty members and local colleagues, and students matched with an individual project and mentor. After developing a written research proposal in their third professional year, students completed the project with mentor oversight in their third and fourth professional years, culminating with a poster session and completion of a manuscript prior to graduation. Students' knowledge of biostatistics, research confidence, and attitudes regarding research were evaluated using a validated survey instrument. Students and mentors were surveyed for feedback, and students' publications and presentations were tracked. Results. Sixty-one students (97%) completed their projects on time. Students' confidence in their ability to understand and participate in research increased, but improvement in statistical knowledge and interest in conducting future research projects was minimal. Fifty-eight percent of students presented posters at national conferences. Thirteen (21%) published manuscripts in peer-reviewed journals. Students and mentors responded positively overall about the program and the associated time requirements. Conclusion. Requiring PharmD students to complete a capstone project prior to graduation was feasible and increased student confidence in their ability to participate in research and the number of student and faculty poster presentations and peer-reviewed publications. These findings support the consideration of the Academy that analysis, synthesis, and creation of new knowledge can be successfully implemented into the core PharmD curricula.

Student Pharmacists’ Perspectives of In-Person versus Virtual Research Poster Presentations

“…One explanation for this result is that these student pharmacists have already received at least two years of research training in their pharmacy curriculum prior to responding to this survey. Henchey et al recently found that student pharmacists experienced statistically significant increases in confidence in their ability to conduct a wide range of research activities following a Doctor of Pharmacy capstone research project [ 6 ]. Additionally, previous research, focused on teamwork, found that students at this institution endorsed positive attitudes towards teamwork during their second-year quality improvement projects [ 24 ].…”

“…The American College of Clinical Pharmacy (ACCP) recommends that all professional pharmacy curriculums should train student pharmacists to effectively communicate clinical research to other healthcare professionals and patients [ 5 ]. Outcomes associated with research poster projects include improvements in the following competencies: public speaking [ 1 , 4 ], interprofessional and peer collaboration [ 1 , 6 ], community engagement [ 1 ], accumulation of evidence [ 1 , 4 , 6 ], confidence [ 4 , 6 ], organization of data into visual displays [ 1 , 4 ], professional writing [ 1 , 6 ], and composition of abstracts [ 4 , 6 ]. In addition, Morbitzer et al recently reported that applicants who had presented a poster at a national meeting during their pharmacy program were more likely than those who had not to be offered an interview for a health-system pharmacy administration residency program (80% versus 60%, p = 0.02) [ 7 ].…”

The essential research curriculum for doctor of pharmacy degree programs – 2021

“…programs, recent data suggest that research training – including elective courses, research and scholarship pathways, and capstone research experiences – improves student confidence in the analysis, synthesis, and dissemination of new knowledge (Table 2). 16,17,22‐27 University of Utah investigators addressed these issues by developing a capstone research project, which improved students' skills in research methods and study design 16 . The authors noted that 58% of the projects were presented as posters at national meetings and 21% were published in peer‐reviewed journals.…”

“…Many studies describe enhancing research education and improving research output in Pharm.D. curricula 16‐18,25‐27 . A structured, guided approach can improve educational outcomes even while improving students' attitudes and building confidence toward the conduct of research.…”

“…Experiential training in research and scholarship through student engagement in a research project offers opportunities for greater breadth and depth of research skill development. Mentorship by faculty able to oversee rigorously designed research projects and provide high‐quality feedback to students, though challenging to deliver, leads to a high rate of completed projects and permits dissemination of valuable scientific information through presentations at conferences and by publications in peer‐reviewed journals 16,25,32 . Frequent feedback at predetermined stages throughout the research process can enrich the experience.…”