The Importance of Research and Scholarly Activity in Pharmacy Training

• Published in: Pharmacotherapy Vol. 36; no. 12; p. e200
• Main Authors: Deal, Eli N, Stranges, Paul M, Maxwell, Whitney D, Bacci, Jennifer, Ashjian, Emily J, DeRemer, David L, Kane-Gill, Sandra L, Norgard, Nicholas B, Dombrowski, Lauren, Parker, Robert B
• Format: Journal Article
• Language: English
• Published: United States 01.12.2016
• Subjects: Clinical Competence; Curriculum; Education, Pharmacy - methods; Humans; Mentors; Pharmaceutical Services - organization & administration; Pharmacists - organization & administration; Pharmacy Residencies - methods; Students, Pharmacy; scholarly activity; clinical pharmacy; pharmacy student; pharmacy resident; research training
• ISSN: 1875-9114
• DOI: 10.1002/phar.1864

Regardless of practice setting, it is imperative that pharmacists be able to either participate in generating new knowledge or use the ever-expanding body of literature to guide patient care. However, competing priorities in Pharm.D. curricula and residency training programs have resulted in limited emphasis on acquiring research and scholarly skills. Factors likely contributing to this reduced focus include the lack of curricular and postgraduate training standards emphasizing the development of research skills, time to commit to scholarly activity, and accessibility to experienced mentors. Strategies for increasing scholarly activity for pharmacy students and residents should therefore continue to be a focus of professional degree and residency training programs. Several resources are available for academic planners, program directors, and institutions to augment scholarly experience for pharmacy trainees and clinicians. This commentary highlights the importance of providing research opportunities for students and residents, describes the potential barriers to these activities, and provides recommendations on how to increase the instruction and mentoring of trainees to generate and use research.