Cooley Janet, Nelson Melissa, Slack Marion, Warholak Terri
University of Arizona College of Pharmacy, Tucson, Arizona.
Am J Pharm Educ. 2015 Aug 25;79(6):80. doi: 10.5688/ajpe79680.
Objective. To increase the percentage of state, national, or international student presentations and publications. Design. A multi-faceted intervention to increase student scholarly output was developed that included: (1) a 120-minute lecture on publication of quality improvement or independent study research findings; (2) abstract workshops; (3) poster workshops; and (4) a reminder at an advanced pharmacy practice experience (APPE) meeting encouraging students to publish or present posters. The intervention effect was measured as the percent of students who presented at meetings and the number of student projects published. Assessment. A significant increase occurred in the percent of students who presented posters or published manuscripts after the intervention (64% vs 81%). Total student productivity increased from 84 to 147 posters, publications, and presentations. The number of projects presented or published increased from 50 to 77 in one year. Conclusion. This high-impact, low-cost intervention increased scholarly output and may help students stand out in a competitive job market.
目的。提高州级、国家级或国际级学生展示和发表成果的比例。设计。制定了一项多方面的干预措施以提高学生的学术产出，包括：（1）一场关于质量改进或独立研究结果发表的120分钟讲座；（2）摘要撰写工作坊；（3）海报制作工作坊；以及（4）在高级药学实践经验（APPE）会议上进行提醒，鼓励学生发表成果或展示海报。干预效果通过在会议上展示成果的学生比例以及发表的学生项目数量来衡量。评估。干预后，展示海报或发表手稿的学生比例显著增加（从64%增至81%）。学生的总产出从84项海报、出版物和展示增加到147项。一年内展示或发表的项目数量从50项增加到77项。结论。这种高影响力、低成本的干预措施提高了学术产出，可能有助于学生在竞争激烈的就业市场中脱颖而出。
