Student Pharmacists’ Perspectives Regarding a Virtually Delivered Research Proposal Course in the Doctor of Pharmacy Curriculum
Abstract
1. Introduction
2. Methods
3. Results
4. Discussion
5. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Please Rate Your Level of Agreement with the Following Statements: | ||||||
---|---|---|---|---|---|---|
Strongly Disagree | Disagree | Somewhat Disagree | Somewhat Agree | Agree | Strongly Agree | |
There was no difference in my ability to succeed in this virtual course versus an in-person course. | ||||||
There was no difference in my motivation to succeed in this virtual course versus an in-person course. | ||||||
There was no difference in my ability to communicate with the instructor in this virtual course versus an in-person course. | ||||||
There was no difference in my motivation to communicate with the instructor in this virtual course versus an in-person course. | ||||||
The virtual workshop design of the course is an innovative teaching strategy. | ||||||
The virtual workshop design of the course is appropriate for the Doctor of Pharmacy curriculum. | ||||||
The virtual workshop design of the course aided in the development of my self-directed learning skills. | ||||||
The virtual workshop design of the course aided in the development of my problem-solving skills. | ||||||
The virtual workshop design of the course aided in the development of my time management skills. | ||||||
The virtual workshop design of this course aided in the development of my videoconferencing skills. | ||||||
Completing a research project is an important part of my Doctor of Pharmacy education. | ||||||
After taking this course, I am more likely to pursue a career that involves undertaking a research project. | ||||||
After taking this course, I am better prepared to pursue a career that involves undertaking a research project. | ||||||
I prefer having the proposal writing instructions and examples at the start of the semester so I can work on the proposal at my own pace rather than having instructions and examples provided as lectures each week in class. | ||||||
I prefer using class time to discuss any questions I have about my project with the instructor rather than asking questions outside of class or via email. | ||||||
Please provide any comments you have about this virtual research course: | ||||||
Please enter the following demographic and background information | ||||||
Gender | Male | |||||
Female | ||||||
Have you worked on any other research project (other than the Quality Improvement project) before your Doctor of Pharmacy research project? | Yes | |||||
No | ||||||
Which University of Arizona campus do you attend? | Tucson | |||||
Phoenix | ||||||
Are you working independently or as part of a group for your Doctor of Pharmacy research project? | Independent | |||||
Group | ||||||
Following graduation, do you anticipate holding a position that will involve conducting research? | Yes | |||||
No | ||||||
On a scale of 0 (not at all experienced) to 10 (extremely experienced), how experienced are you with using videoconferencing technologies for your coursework? | 0–10 | |||||
On a scale of 0 (not at all) to 10 (extremely prepared), how well did previous research-focused courses (e.g., drug literature evaluation, statistics, study design, quality improvement, etc.) prepare you for writing your senior research project? | 0–10 |
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Course Content: Topic | Time Spent |
---|---|
Course overview, finding a project and project advisor, and reviewing research proposal templates | 2 h |
Writing the problem statement, literature review, purpose statement, and specific aims/hypotheses | 2 h |
Literature searching | 2 h |
Writing the methods section | 4 h |
Developing data collection forms and a data dictionary | 4 h |
Timeline, budget, and references | 2 h |
Human Subjects/IRB | 4 h |
Reviewing proposal drafts | 4 h |
Preparing for fourth year research project and APPE rotations | 6 h |
Variable | Result |
---|---|
Female gender, N (%) | 33 (61.1) |
Had no previous research experience before writing the research proposal, N (%) | 39 (72.2) |
Attend main (Tucson) campus, N (%) | 32 (59.3) |
Do not anticipate a position conducting research after graduation, N (%) | 44 (81.5) |
Working on research project as part of a team, N (%) | 51 (94.4) |
Self-identified videoconferencing experience 1, mean (standard deviation) | 7.8 (1.7) |
Self-identified level of preparation for course 2, mean (standard deviation) | 6.4 (2.1) |
Survey Statement | Median (IQR) |
---|---|
There was no difference in my ability to succeed in this virtual course versus an in-person course. | 4.5 (3.0) |
There was no difference in my motivation to succeed in this virtual course versus an in-person course. | 3.5 (3.8) |
There was no difference in my ability to communicate with the instructor in this virtual course versus an in-person course. | 4.5 (3.0) |
There was no difference in my motivation to communicate with the instructor in this virtual course versus an in-person course. | 4.0 (3.0) |
The virtual workshop design of the course is an innovative teaching strategy. | 4.5 (1.8) |
The virtual workshop design of the course is appropriate for the Doctor of Pharmacy curriculum. | 5.0 (1.0) |
The virtual workshop design of the course aided in the development of my self-directed learning skills. | 5.0 (1.0) |
The virtual workshop design of the course aided in the development of my problem-solving skills. | 4.0 (1.0) |
The virtual workshop design of the course aided in the development of my time management skills. | 4.0 (2.0) |
The virtual workshop design of this course aided in the development of my videoconferencing skills. | 4.0 (1.0) |
Completing a research project is an important part of my Doctor of Pharmacy education. | 5.0 (2.0) |
After taking this course, I am more likely to pursue a career that involves undertaking a research project. | 3.0 (2.0) |
After taking this course, I am better prepared to pursue a career that involves undertaking a research project. | 4.0 (2.0) |
I prefer having the proposal writing instructions and examples at the start of the semester so I can work on the proposal at my own pace rather than having instructions and examples provided as lectures each week in class. | 5.5 (2.0) |
I prefer using class time to discuss any questions I have about my project with the instructor rather than asking questions outside of class or via email. | 5.0 (2.8) |
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Axon, D.R. Student Pharmacists’ Perspectives Regarding a Virtually Delivered Research Proposal Course in the Doctor of Pharmacy Curriculum. Pharmacy 2023, 11, 30. https://doi.org/10.3390/pharmacy11010030
Axon DR. Student Pharmacists’ Perspectives Regarding a Virtually Delivered Research Proposal Course in the Doctor of Pharmacy Curriculum. Pharmacy. 2023; 11(1):30. https://doi.org/10.3390/pharmacy11010030
Chicago/Turabian StyleAxon, David R. 2023. "Student Pharmacists’ Perspectives Regarding a Virtually Delivered Research Proposal Course in the Doctor of Pharmacy Curriculum" Pharmacy 11, no. 1: 30. https://doi.org/10.3390/pharmacy11010030
APA StyleAxon, D. R. (2023). Student Pharmacists’ Perspectives Regarding a Virtually Delivered Research Proposal Course in the Doctor of Pharmacy Curriculum. Pharmacy, 11(1), 30. https://doi.org/10.3390/pharmacy11010030