Identifying Student Research Project Impact Using the Buxton and Hanney Payback Framework

Abstract

Objectives: Determine if evidence of the impact of student quality improvement (QI) and research projects on practice sites and the community can be identified using the Buxton and Hanney Payback Framework (BHPF). Methods: The BHPF was used to identify the broader impact of QI and research projects conducted by the Doctor of Pharmacy Class of 2020. The BHPF includes five domains of community impact: knowledge production, benefits to health or the health sector, benefits to future research, economic benefits, and policy and product development. Data were collected by surveying project preceptors and by reviewing student project posters. Data were analyzed by calculating frequencies and percentages for each domain. Results: Projects (n=73) were completed by 107 students at health system, community, academic and other sites, most often involved clinical care and pharmacy services (49%). Thirty-three preceptors (55%) responded to the survey and 73 project posters were reviewed. The most frequently identified impact types were knowledge production (N=43 for survey, N=24 for posters) and health/health sector benefits (N=46 for survey, N=8 for posters). Less frequently identified were economic benefits (total N=19), benefits to future research (total N=13), and policy and product development (total N=10). Conclusions: This study provides evidence that impact of PharmD student QI and research projects on practice sites and communities can be identified using the BHPF framework and that impact extends beyond the usual academic outcomes of poster presentations and publications to include benefits related to improving quality of services, improving workflow, and providing opportunity for personal development.

Integrating learners into research and quality improvement projects: A joint opinion of the Adult Medicine and Education and Training Practice Research Networks of the American College of Clinical Pharmacy

“…Incorporating learners into the research process may positively impact learners themselves, mentors, patients, institutions, and the pharmacy profession (Table 1). 1,2,7–11 …”

“…Many learners may not feel prepared in research design, data analysis, or medical writing, which can negatively impact motivation to seek or maintain research involvement 6,30–34 . Another barrier, particularly for student pharmacists, can be familiarity with new practice sites, which would require additional training on the electronic health record, policies, formulary, or practice approaches, prior to integration into a project 9 . Furthermore, completion of research or scholarly dissemination may be impacted when learners complete their training or transition to new roles 31–33 .…”

“…While these barriers do exist, the importance of intentional and well‐designed research experiences for the learner, mentors, patients, and ultimately profession, are paramount 2–9 . Herein, we describe strategies for mentors and learners to effectively navigate planning, mentoring, and execution of joint research projects to increase potential value for all parties involved.…”

Research and scholarly methods: Creating a research protocol

“…Studies have shown the value of pharmacy students, residents, and fellows conducting research. [6][7][8][9][10][11] However, when pharmacy students, residents, fellows, faculty, or other early career pharmacists do engage in research, it is often their first time, or one of their first times, and they may therefore be unprepared.…”

“…Some pharmacy students, residents, or fellows pursue a career in academia where they are typically required to engage in scholarly activities. Studies have shown the value of pharmacy students, residents, and fellows conducting research 6–11 . However, when pharmacy students, residents, fellows, faculty, or other early career pharmacists do engage in research, it is often their first time, or one of their first times, and they may therefore be unprepared.…”