Outcomes of Student-Driven, Faculty-Mentored Research and Impact on Postgraduate Training and Career Selection
Objective. To evaluate scholarly deliverables from student-driven research and explore the impact on postgraduate training placement rates, pharmacy faculty appointments and lifetime publications. Methods. A retrospective analysis of Doctor of Pharmacy graduates who conducted student research betwee...
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| Veröffentlicht in: | American journal of pharmaceutical education 2018-05, Vol.82 (4), p.6246-320, Article 6246 |
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| container_title | American journal of pharmaceutical education |
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| creator | Osborne, Kyle W. Woods, Kelsey M. Maxwell, Whitney D. McGee, Karen Bookstaver, P. Brandon |
| description | Objective. To evaluate scholarly deliverables from student-driven research and explore the impact on postgraduate training placement rates, pharmacy faculty appointments and lifetime publications.
Methods. A retrospective analysis of Doctor of Pharmacy graduates who conducted student research between the academic years of 2002 and 2015 was performed. Data were collected on research participation, abstracts, presentations, postgraduate training, full-time faculty appointments, and publications.
Results. Of 1229 graduates, 300 participated in research during pharmacy school. Fifty-six percent (n=167) submitted at least one abstract and 68 students (23%) published their research. Research participation was associated with a significantly higher likelihood of postgraduate training and specialty training. Research participation positively affected the likelihood of faculty appointment and lifetime publication rate.
Conclusion. Students who engaged in elective research had significant scholarly deliverables, including peer-reviewed publications, and were more likely to successfully match in a postgraduate position and achieve full-time academic appointments. |
| doi_str_mv | 10.5688/ajpe6246 |
| format | Article |
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Methods. A retrospective analysis of Doctor of Pharmacy graduates who conducted student research between the academic years of 2002 and 2015 was performed. Data were collected on research participation, abstracts, presentations, postgraduate training, full-time faculty appointments, and publications.
Results. Of 1229 graduates, 300 participated in research during pharmacy school. Fifty-six percent (n=167) submitted at least one abstract and 68 students (23%) published their research. Research participation was associated with a significantly higher likelihood of postgraduate training and specialty training. Research participation positively affected the likelihood of faculty appointment and lifetime publication rate.
Conclusion. Students who engaged in elective research had significant scholarly deliverables, including peer-reviewed publications, and were more likely to successfully match in a postgraduate position and achieve full-time academic appointments.</description><identifier>ISSN: 0002-9459</identifier><identifier>EISSN: 1553-6467</identifier><identifier>DOI: 10.5688/ajpe6246</identifier><identifier>PMID: 29867236</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>academician ; Administrator Surveys ; Career Choice ; Careers ; Class Size ; Cohort Studies ; Content Area Writing ; Core curriculum ; Curricula ; Data collection ; Doctor of pharmacy degree ; Drug stores ; Educational aspects ; Evidence Based Practice ; Faculty, Pharmacy - psychology ; Fellowships ; Female ; Graduates ; Humans ; Learning ; Male ; Mentors ; Mentors - psychology ; Methods ; Peer Review, Research - trends ; Perceptions ; Pharmaceutical Education ; Pharmaceutical sciences ; Pharmacists ; Pharmacy ; pharmacy research ; Pharmacy Research - education ; Pharmacy Research - trends ; Pharmacy Residencies - trends ; Professional development ; Research Design ; Research Training ; Retrospective Studies ; Scholarship (Research) ; student ; Student attitudes ; Student Participation ; Student Publications ; Student Research ; Students, Pharmacy - psychology ; Systematic review ; Teaching ; Thinking Skills ; University faculty ; University research</subject><ispartof>American journal of pharmaceutical education, 2018-05, Vol.82 (4), p.6246-320, Article 6246</ispartof><rights>2018 American Association of Colleges of Pharmacy</rights><rights>COPYRIGHT 2018 American Association of Colleges of Pharmacy</rights><rights>Copyright American Association of Colleges of Pharmacy 2018</rights><rights>2018 American Association of Colleges of Pharmacy 2018</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c510t-e978c95b4a6ff630aade5422f822ea8373f99d018e09be05bc0c9ab0f2646ca83</citedby><cites>FETCH-LOGICAL-c510t-e978c95b4a6ff630aade5422f822ea8373f99d018e09be05bc0c9ab0f2646ca83</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC5972845/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2048069170?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>230,314,727,780,784,885,27924,27925,53791,53793,64385,64387,64389,72469</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29867236$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Osborne, Kyle W.</creatorcontrib><creatorcontrib>Woods, Kelsey M.</creatorcontrib><creatorcontrib>Maxwell, Whitney D.</creatorcontrib><creatorcontrib>McGee, Karen</creatorcontrib><creatorcontrib>Bookstaver, P. Brandon</creatorcontrib><title>Outcomes of Student-Driven, Faculty-Mentored Research and Impact on Postgraduate Training and Career Selection</title><title>American journal of pharmaceutical education</title><addtitle>Am J Pharm Educ</addtitle><description>Objective. To evaluate scholarly deliverables from student-driven research and explore the impact on postgraduate training placement rates, pharmacy faculty appointments and lifetime publications.
Methods. A retrospective analysis of Doctor of Pharmacy graduates who conducted student research between the academic years of 2002 and 2015 was performed. Data were collected on research participation, abstracts, presentations, postgraduate training, full-time faculty appointments, and publications.
Results. Of 1229 graduates, 300 participated in research during pharmacy school. Fifty-six percent (n=167) submitted at least one abstract and 68 students (23%) published their research. Research participation was associated with a significantly higher likelihood of postgraduate training and specialty training. Research participation positively affected the likelihood of faculty appointment and lifetime publication rate.
Conclusion. Students who engaged in elective research had significant scholarly deliverables, including peer-reviewed publications, and were more likely to successfully match in a postgraduate position and achieve full-time academic appointments.</description><subject>academician</subject><subject>Administrator Surveys</subject><subject>Career Choice</subject><subject>Careers</subject><subject>Class Size</subject><subject>Cohort Studies</subject><subject>Content Area Writing</subject><subject>Core curriculum</subject><subject>Curricula</subject><subject>Data collection</subject><subject>Doctor of pharmacy degree</subject><subject>Drug stores</subject><subject>Educational aspects</subject><subject>Evidence Based Practice</subject><subject>Faculty, Pharmacy - psychology</subject><subject>Fellowships</subject><subject>Female</subject><subject>Graduates</subject><subject>Humans</subject><subject>Learning</subject><subject>Male</subject><subject>Mentors</subject><subject>Mentors - psychology</subject><subject>Methods</subject><subject>Peer Review, Research - trends</subject><subject>Perceptions</subject><subject>Pharmaceutical Education</subject><subject>Pharmaceutical sciences</subject><subject>Pharmacists</subject><subject>Pharmacy</subject><subject>pharmacy research</subject><subject>Pharmacy Research - education</subject><subject>Pharmacy Research - trends</subject><subject>Pharmacy Residencies - trends</subject><subject>Professional development</subject><subject>Research Design</subject><subject>Research Training</subject><subject>Retrospective Studies</subject><subject>Scholarship (Research)</subject><subject>student</subject><subject>Student attitudes</subject><subject>Student Participation</subject><subject>Student Publications</subject><subject>Student Research</subject><subject>Students, Pharmacy - psychology</subject><subject>Systematic review</subject><subject>Teaching</subject><subject>Thinking Skills</subject><subject>University faculty</subject><subject>University research</subject><issn>0002-9459</issn><issn>1553-6467</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNptkkFv1DAQhSMEoktB4hcgS1w4NMVx7MS-IFVLC5WKimg5WxNnvPUqsRc7Wan_Hi_dFgrIB0vjz8_zPK8oXlf0WDRSvof1BhvGmyfFohKiLhvetE-LBaWUlYoLdVC8SGlNacUFZ8-LA6Zk07K6WRT-cp5MGDGRYMnVNPfop_JjdFv0R-QMzDxMt-WXXAwRe_INE0I0NwR8T87HDZiJBE--hjStIvQzTEiuIzjv_OoXs4SIGMkVDmgmF_zL4pmFIeGr_X5YfD87vV5-Li8uP50vTy5KIyo6lahaaZToODTWNjUF6DF3zqxkDEHWbW2V6mklkaoOqegMNQo6all2bjJwWHy4093M3Yi9yQYiDHoT3QjxVgdw-vGJdzd6FbZaqJZJLrLAu71ADD9mTJMeXTI4DOAxzEkzKiiXQlGe0bd_oeswR5_tZYpL2qiqpb-pFQyonbchv2t2ovpE8DabbOtd38f_ofLqcXQmeLQu1x9d2PdpYkgpon3wWFG9y4a-z0ZG3_z5Jw_gfRgywO4AzJPZOow6GYfeYO9iHp_ug_tX9SebV8ZF</recordid><startdate>20180501</startdate><enddate>20180501</enddate><creator>Osborne, Kyle W.</creator><creator>Woods, Kelsey M.</creator><creator>Maxwell, Whitney D.</creator><creator>McGee, Karen</creator><creator>Bookstaver, P. Brandon</creator><general>Elsevier Inc</general><general>American Association of Colleges of Pharmacy</general><general>Elsevier Limited</general><general>American Journal of Pharmaceutical Education</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>4U-</scope><scope>7RQ</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>S0X</scope><scope>U9A</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20180501</creationdate><title>Outcomes of Student-Driven, Faculty-Mentored Research and Impact on Postgraduate Training and Career Selection</title><author>Osborne, Kyle W. ; Woods, Kelsey M. ; Maxwell, Whitney D. ; McGee, Karen ; Bookstaver, P. 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Brandon</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Outcomes of Student-Driven, Faculty-Mentored Research and Impact on Postgraduate Training and Career Selection</atitle><jtitle>American journal of pharmaceutical education</jtitle><addtitle>Am J Pharm Educ</addtitle><date>2018-05-01</date><risdate>2018</risdate><volume>82</volume><issue>4</issue><spage>6246</spage><epage>320</epage><pages>6246-320</pages><artnum>6246</artnum><issn>0002-9459</issn><eissn>1553-6467</eissn><abstract>Objective. To evaluate scholarly deliverables from student-driven research and explore the impact on postgraduate training placement rates, pharmacy faculty appointments and lifetime publications.
Methods. A retrospective analysis of Doctor of Pharmacy graduates who conducted student research between the academic years of 2002 and 2015 was performed. Data were collected on research participation, abstracts, presentations, postgraduate training, full-time faculty appointments, and publications.
Results. Of 1229 graduates, 300 participated in research during pharmacy school. Fifty-six percent (n=167) submitted at least one abstract and 68 students (23%) published their research. Research participation was associated with a significantly higher likelihood of postgraduate training and specialty training. Research participation positively affected the likelihood of faculty appointment and lifetime publication rate.
Conclusion. Students who engaged in elective research had significant scholarly deliverables, including peer-reviewed publications, and were more likely to successfully match in a postgraduate position and achieve full-time academic appointments.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>29867236</pmid><doi>10.5688/ajpe6246</doi><tpages>8</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | academician Administrator Surveys Career Choice Careers Class Size Cohort Studies Content Area Writing Core curriculum Curricula Data collection Doctor of pharmacy degree Drug stores Educational aspects Evidence Based Practice Faculty, Pharmacy - psychology Fellowships Female Graduates Humans Learning Male Mentors Mentors - psychology Methods Peer Review, Research - trends Perceptions Pharmaceutical Education Pharmaceutical sciences Pharmacists Pharmacy pharmacy research Pharmacy Research - education Pharmacy Research - trends Pharmacy Residencies - trends Professional development Research Design Research Training Retrospective Studies Scholarship (Research) student Student attitudes Student Participation Student Publications Student Research Students, Pharmacy - psychology Systematic review Teaching Thinking Skills University faculty University research |
| title | Outcomes of Student-Driven, Faculty-Mentored Research and Impact on Postgraduate Training and Career Selection |
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