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Building Pharmacy Practice Research Competence among Undergraduate Pharmacy Students in a Public University in Malaysia

  • At: PPR SIG 2021 (2021)
  • Type: Digital
  • Co-author(s): Usman Abubakar, Mohamed Hassan Elnaem, Abdulkareem Mohammed Ahmed, Syahrir Zaini, Abdul Rahman Fata Nahas, Siti Hadijah Shamsudin
  • Abstract:


    The importance of pharmacy practice research (PPR) to the advancement of pharmacy practice cannot be overemphasized. Therefore, promoting interest and training future pharmacists on PPR is necessary.


    To evaluate the impact of a virtual Research in Pharmacy course on students’ self-reported competence to plan and conduct PPR.


    This was a pre- and post-intervention study conducted among third year pharmacy undergraduate students in a public university in Malaysia. The students were invited to complete a self-administered questionnaire in the first week (pre-intervention) and last week (post-intervention) of the semester. The interventions included virtual lectures covering all aspects of research, virtual tutorials, virtual hands-on training, and grouping of the students into research groups for a mini-project. A supervisor was assigned for each group and the students completed the mini-project in the same semester.


    Of the 109 students, 69 and 62 students completed the questionnaire in the pre- and post-intervention period, respectively. There was a significant increase in the percentage of students who indicated extremely/very competent to undertake various components of PPR including conception research idea, searching and reviewing literature, formulating hypothesis, identifying appropriate study design, calculating sample size, collecting and analysing data, and interpreting results (p < 0.05). Overall, students’ median total self-reported competence score increased from 66 (36 – 109) to 74 (42 – 94), p < 0.001 after the course. However, there was no increase in students’ interest to conduct PPR and interest to learning about PPR. Overall, 54.8% and 64.6% were very satisfied/satisfied with the virtual lecture and virtual supervision, respectively.


    A virtual Research in Pharmacy course significantly improved students’ self-reported competence to plan and conduct PPR. However, the interventions did not increase students’ interest in conducting PPR and their interest in learning about conducting PPR.

Last update 4 October 2019

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