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Research ArticleRESEARCH

Fostering PharmD Student Research and Quality Improvement with Mentored Projects

Craig Henchey, Kristen Keefe, Mark A. Munger and Daniel M. Witt
American Journal of Pharmaceutical Education April 2020, ajpe7940; DOI: https://doi.org/10.5688/ajpe7940
Craig Henchey
University of Utah, College of Pharmacy, Salt Lake City, Utah
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Kristen Keefe
University of Utah, College of Pharmacy, Salt Lake City, Utah
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Mark A. Munger
University of Utah, College of Pharmacy, Salt Lake City, Utah
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Daniel M. Witt
University of Utah, College of Pharmacy, Salt Lake City, Utah
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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.

Keywords
  • student research
  • student quality improvement
  • pharmacy education
  • curriculum
  • Received November 20, 2019.
  • Accepted March 21, 2020.
  • © 2020 American Association of Colleges of Pharmacy
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American Journal of Pharmaceutical Education
Vol. 84, Issue 12
1 Dec 2020
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Fostering PharmD Student Research and Quality Improvement with Mentored Projects
Craig Henchey, Kristen Keefe, Mark A. Munger, Daniel M. Witt
American Journal of Pharmaceutical Education Apr 2020, ajpe7940; DOI: 10.5688/ajpe7940

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Fostering PharmD Student Research and Quality Improvement with Mentored Projects
Craig Henchey, Kristen Keefe, Mark A. Munger, Daniel M. Witt
American Journal of Pharmaceutical Education Apr 2020, ajpe7940; DOI: 10.5688/ajpe7940
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Keywords

  • student research
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  • pharmacy education
  • curriculum

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