Cailor Stephanie M, Chen Aleda M H, Kiersma Mary E, Keib Carrie N
Cedarville University School of Pharmacy, Cedarville, OH.
Cedarville University School of Pharmacy, Cedarville, OH.
Curr Pharm Teach Learn. 2017 Jan-Feb;9(1):28-36. doi: 10.1016/j.cptl.2016.08.031. Epub 2016 Oct 26.
Pharmacists need be able to understand and utilize evidence from the literature to provide optimal patient care as well as participate in research to improve care. Thus, it is important for pharmacy students to acquire skills in research and evidence-based practice (EBP).
To evaluate the changes in pharmacy student (1) perceptions of research and EBP, (2) interest in research participation, and (3) confidence in understanding the research process and developing a research proposal after completing a research course.
First-year professional pharmacy students completed a required one-semester research course. Study objectives were assessed pre- and post-semester using a survey that contained seven demographic items, nine Research Perceptions items, and 17 Confidence in Research items (5-point Likert scale; 1 = not at all confident, and 5 = extremely confident). Two years of data were collected (2012: N = 49, 2013: N = 53) and analyzed using Wilcoxon signed-rank tests and Mann-Whitney U tests as appropriate.
Significant improvements were seen in students' perceptions of the importance (2012: p = 0.022, 2013: p = 0.042) and usefulness of research (p = 0.022). Students' confidence significantly increased on all items for both years (p < 0.001). There was no significant change in student plans to perform or participate in future research. More students planned to use EBP in their practice post-semester in 2013 (p = 0.008).
A research course can be an effective way to increase student confidence in research and improve perceptions on the importance and usefulness of research and EBP. It may not be an effective way to increase student interest in research as a career.
药剂师需要能够理解和运用文献中的证据，以提供最佳的患者护理，并参与研究以改善护理。因此，药学专业学生掌握研究和循证实践（EBP）技能非常重要。
评估药学专业学生在完成一门研究课程后，（1）对研究和循证实践的认知、（2）参与研究的兴趣以及（3）理解研究过程和制定研究计划的信心的变化。
一年级专业药学学生完成一门为期一学期的必修研究课程。使用包含七个基本人口统计学项目、九个研究认知项目和十七个研究信心项目（5级李克特量表；1 = 完全没有信心，5 = 极其有信心）的调查问卷，在学期前后对研究目标进行评估。收集了两年的数据（2012年：N = 49，2013年：N = 53），并根据情况使用Wilcoxon符号秩检验和Mann-Whitney U检验进行分析。
学生对研究重要性的认知（2012年：p = 0.022，2013年：p = 0.042）和实用性（p = 0.022）有显著改善。两年中，学生在所有项目上的信心均显著提高（p < 0.001）。学生未来进行或参与研究的计划没有显著变化。2013年，更多学生计划在学期后将循证实践应用于其实践中（p = 0.008）。
一门研究课程可以有效地提高学生对研究的信心，并改善他们对研究和循证实践的重要性及实用性的认知。但这可能不是提高学生将研究作为职业兴趣的有效方法。
