Fostering pharmd skills related to research and quality improvement through mentored projects

Abstract

Objective. To assess the impact of a Doctor of Pharmacy (PharmD) capstone project on students’ ability to conduct research and quality improvement, and to assess the feasibility of requiring projects in the core curriculum. Methods. Project proposals were solicited from faculty members and local colleagues, and students matched with an individual project and mentor. After developing a written research proposal in their third professional year, students completed the project with mentor oversight in their third and fourth professional years, culminating with a poster session and completion of a manuscript prior to gradu-ation. Students’ knowledge of biostatistics, research confidence, and attitudes regarding research were evaluated using a validated survey instrument. Students and mentors were surveyed for feedback, and students’ publications and presentations were tracked. Results. Sixty-one students (97%) completed their projects on time. Students’ confidence in their ability to understand and participate in research increased, but improvement in statistical knowledge and interest in conducting future research projects was minimal. Fifty-eight percent of students pre-sented posters at national conferences. Thirteen (21%) published manuscripts in peer-reviewed jour-nals. Students and mentors responded positively overall about the program and the associated time requirements. Conclusion. Requiring PharmD students to complete a capstone project prior to graduation was fea-sible and increased student confidence in their ability to participate in research and the number of 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 success-fully implemented into the core PharmD curricula.