Pursuing a career in academia: Perceptions of pharmacists and student pharmacists

White, Carla; Louis, Brittney; Joyner, P. U.; Townsend-Howell, Davon; Simmons-Yon, Amica; Griffin, LaToya M.

doi:10.1016/j.cptl.2014.02.012

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…However, another study conducted by Eiland et al 16 reported that around 6% of students were interested in academic career. In agreement with prior studies, 13 - 15 30% of our academic APPE students agree on the interest in future academic career. It is impressive that at least 30% of the students who took the 1 hour.…”

Section: Discussionsupporting

confidence: 91%

“…If students do not have the opportunity to explore research, scholarship, and academic careers, then they may not realize their potential interest in the various fields. 14 Based on White et al’s 15 study, which surveyed pharmacy students and licensed pharmacists on the interest in academic career, 25% pharmacy students showed an interest in academic career. However, another study conducted by Eiland et al 16 reported that around 6% of students were interested in academic career.…”

Section: Discussionmentioning

confidence: 99%

“…Based onWhite et al's15 study, which surveyed pharmacy students and licensed pharmacists on the interest in academic career, 25% pharmacy students showed an interest in academic career. However, another study conducted by Eiland et al16 reported that around 6% of students were interested in academic career.…”

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confidence: 99%

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Design and Evaluation of Scholarship and Research Orientation Sessions in Academic Pharmacy Practice Experiences

Sumanasekera

Zhao

Lozier

et al. 2021

Journal of Medical Education and Curricular Development

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Objective: Evaluate the efficacy of educating academic Advance Pharmacy Practice Experiential (APPE) students on scholarship and research (S&R). We hypothesized that academic APPE students gain more knowledge in scholarship and research in comparison to non-academic APPE students. Methods: As a component of academic APPE rotation, all academic APPE students assigned by the office of experiential education per year (the intervention group) (n = 11) attended S&R sessions during the first week of their academic APPE rotation. Student volunteers from the same graduating class were recruited as the control group (n = 12). However, 1 student from the intervention group and 2 students from the control group were excluded from the analysis, leaving 10 students from each group. These sessions were taken in small groups of 1 to 3 once in their assigned rotation. S&R sessions included many topics that were based on a S&R manual. Upon completion of the sessions, a hard copy of a 10-question knowledge-based quiz was given to both groups at the same time. APPE students’ knowledge about S&R were assessed via grading the quiz. The anonymity of the quiz was maintained by requesting students only to mention whether they are from intervention group or controlled group. Results: While control group averaged 49% ± 4.58 on the quiz, the intervention group averaged 71.5% ± 5.77. Statistical analysis was performed using SPSS software. Based on independent sample t-test, students who took the S&R session show significant increase in their quiz score. Conclusion: Compared to the control group, S&R sessions helped academic APPE students to gain knowledge on S&R. The students also perceived that S&R sessions increased their interest in S&R.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Design and Evaluation of Scholarship and Research Orientation Sessions in Academic Pharmacy Practice Experiences

Sumanasekera

Zhao

Lozier

et al. 2021

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

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Toolkit for US colleges/schools of pharmacy to prepare learners for careers in academia

Haines

Summa

Peeters

et al. 2017

Currents in Pharmacy Teaching and Learning

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Linear recruitment in tourism academia: when academic jobs “go sideways”

Seraphin,

Smith,

Wyatt

et al. 2024

IJOA

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Purpose The recruitment and promotion of teaching academics in the UK is constrained by a complex array of career progression barriers. These barriers have led to an increasing trend of horizontal career (lack of) progression. The purpose of this paper is to reveal and discuss linearity and horizontality constrictions, challenges and issues impacting on potential careers in tourism academia. Design/methodology/approach This study uses a leading UK national academic recruitment website to gather data and insights from across 137 posted jobs related to tourism between 2020 and 2022. Findings The main findings of this work note the constrictions of the UK academic job market and the consequences it poses for academics within tourism and beyond. It is proposed that future research to further understand the realities faced by academics is needed to prompt action for change to create more enriching career development. Originality/value The contribution of this study centres around sense making a phenomenon that exists but is not often talked about within academia (whether in tourism or beyond). For academics and managers, this paper presents an opportunity to reflect more holistically on careers with a view to instigating valuable change moving forward (for oneself or others). There is also a dearth of studies relating to career progression of tourism higher education educators.

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Pursuing a career in academia: Perceptions of pharmacists and student pharmacists

Cited by 5 publications

References 6 publications

Design and Evaluation of Scholarship and Research Orientation Sessions in Academic Pharmacy Practice Experiences

Design and Evaluation of Scholarship and Research Orientation Sessions in Academic Pharmacy Practice Experiences

Toolkit for US colleges/schools of pharmacy to prepare learners for careers in academia

Linear recruitment in tourism academia: when academic jobs “go sideways”

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