Nicole R Pinelli1, Andrea N Sikora2, Leigh A Witherspoon2, Kamakshi V Rao3, Denise H Rhoney4. 1. Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, Chapel Hill, NC, USA Department of Pharmacy, UNC Medical Center, Chapel Hill, NC, USA nickipinelli@unc.edu. 2. Department of Pharmacy, UNC Medical Center, Chapel Hill, NC, USA. 3. Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, Chapel Hill, NC, USA Department of Pharmacy, UNC Medical Center, Chapel Hill, NC, USA. 4. Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, Chapel Hill, NC, USA.
Abstract
PURPOSE: The American Society of Health-System Pharmacists (ASHP) requires that accredited residency programs provide pharmacy residents the opportunity to perform a practice-based project. The objective of this study was to evaluate the impact of pharmacy residency research training on residents' actual versus perceived ability to solve practice-related problems in their professional careers. METHODS: This cross-sectional study surveyed postgraduate year 1 (PGY1) pharmacy practice residents who completed training at a large academic medical center between 2007 and 2013. The survey consisted of 3 areas of assessment, that is, (1) general demographics, (2) perceived research abilities, and (3) self-reported research productivity. RESULTS: A total of 39 residents were eligible; of those, 27 completed the survey (69.2% response rate). Participants reported low perceived ability for conductance of some research activities including study design development, implementation, and publication. No association between perceived research ability and self-reported research productivity was found. Research experience prior to residency training strongly predicted for subsequent publication after completion of PGY1 residency training (P < .0001). CONCLUSIONS: New training mechanisms may be needed to optimize research training that will provide residents with greater emphasis on areas of perceived deficiency.
PURPOSE: The American Society of Health-System Pharmacists (ASHP) requires that accredited residency programs provide pharmacy residents the opportunity to perform a practice-based project. The objective of this study was to evaluate the impact of pharmacy residency research training on residents' actual versus perceived ability to solve practice-related problems in their professional careers. METHODS: This cross-sectional study surveyed postgraduate year 1 (PGY1) pharmacy practice residents who completed training at a large academic medical center between 2007 and 2013. The survey consisted of 3 areas of assessment, that is, (1) general demographics, (2) perceived research abilities, and (3) self-reported research productivity. RESULTS: A total of 39 residents were eligible; of those, 27 completed the survey (69.2% response rate). Participants reported low perceived ability for conductance of some research activities including study design development, implementation, and publication. No association between perceived research ability and self-reported research productivity was found. Research experience prior to residency training strongly predicted for subsequent publication after completion of PGY1 residency training (P < .0001). CONCLUSIONS: New training mechanisms may be needed to optimize research training that will provide residents with greater emphasis on areas of perceived deficiency.
Authors: Susan E Smith; Andrea Sikora Newsome; W Anthony Hawkins; Christopher M Bland; Trisha N Branan Journal: Curr Pharm Teach Learn Date: 2020-03-12
Authors: Andrea Sikora Newsome; Susan E Smith; Christopher M Bland; Trisha N Branan; W Anthony Hawkins Journal: Curr Pharm Teach Learn Date: 2020-10-31
Authors: Kathryn A Morbitzer; Jacqueline E McLaughlin; Aaron S Devanathan; Sachiko Ozawa; Mary R McClurg; Delesha M Carpenter; Craig R Lee Journal: J Am Coll Clin Pharm Date: 2021-03-13