Fostering PharmD Student Research and Quality Improvement with Mentored Projects

Abstract

Objective. Assess the impact of a two-year capstone project at a public four-year PharmD program on students’ ability to conduct research and quality improvement, and assess the feasibility of requiring individual mentored projects in the core curriculum.

Methods. Project proposals were recruited from faculty and local colleagues, and each student matched with an individual project and project mentor. After developing a written research proposal in their P3 year, students completed the project with mentor oversight in the P3 and P4 years, culminating in a poster session and manuscript prior to graduation. Students’ knowledge of biostatistics, research confidence, and attitudes regarding research were evaluated using a validated survey. Students and mentors were surveyed for feedback, and students’ publications and presentations were tracked.

Results. Sixty-one students (97%) completed their projects on time. Confidence in the ability to understand and participate in research increased, but changes in statistical knowledge and interest in conducting research were 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 associated time requirements.

Conclusion. Requiring PharmD students to complete a research or quality improvement project during the P3 and P4 years was feasible and increased student confidence in their ability to participate in research and increased 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 core PharmD curricula.