Pathways to Improve Student Pharmacists’ Experience in Research

• Published in: American journal of pharmaceutical education Vol. 79; no. 4; p. 58
• Main Authors: McClendon, Katie S., Bell, Allison M., Ellis, Ashley, Adcock, Kim G., Hogan, Shirley, Ross, Leigh Ann, Riche, Daniel M.
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 25.05.2015; American Association of Colleges of Pharmacy; American Journal of Pharmaceutical Education
• Subjects: capstone; Clinical Competence; Curriculum; Education, Pharmacy - methods; Educational Measurement; Educational programs; Educational research; Evaluation; Faculty; faculty student advising; Forecasts and trends; Humans; Instructional Design and Assessment; longitudinal; Longitudinal Studies; Medical research; Pharmacists; Prospective Studies; student research experience; Students, Pharmacy; Surveys and Questionnaires; Training; capstone; student research experience; faculty student advising; longitudinal
• ISSN: 0002-9459; 1553-6467
• DOI: 10.5688/ajpe79458

To describe the implementation of a student research program and to provide outcomes from the initial 4 years’ experience. Students conducted individual research projects in a 4-year longitudinal program (known as Pathway), with faculty member advising and peer mentoring. A prospective assessment compared perceptions of those who completed the Pathway program with those of students who did not. Descriptive statistics, t tests, and analysis of variance (ANOVA) were used. The class of 2013 was the first to complete the Pathway program. In the Pathway assessment project, 59% (n=47) of students who responded reached self-set goals. Pathway students agreed that this research experience improved their ability to work/think independently, evaluate literature, and distinguish themselves from other students. The Pathway program helped students understand the research process and reach other self-set goals.