Introduction

The study objective was to determine factors that stimulate or hinder student pharmacist participation in research and scholarship, to determine factors faculty believe are motivators or barriers for student pharmacist participation, and to compare student and faculty responses.

Methods

An electronic questionnaire was developed and emailed to all students enrolled in the doctor of pharmacy program and to all program faculty. To increase response rate, students were provided class time to complete the survey. Responses were collected anonymously.

Results

A total of 404 students (69% response rate) and 35 faculty (78% response rate) participated. Motivational factors rated highly by both students and faculty were interest in the topic, comfort level in working with faculty, energetic quality of faculty, and becoming more competitive for post-graduate training. Students indicated that projects benefiting the profession/medical community was an important motivator, while faculty believed that pursuing a position that requires research/scholarship was a key motivational factor. The most highly rated barrier was lack of time.

Conclusions

Student pharmacist participation in research and scholarship with faculty is variable in our program and little was known previously about factors that led student pharmacists to engage in research and scholarship. There was general agreement among student and faculty regarding several motivating factors; however, some important differences did exist. Addressing these differences may help increase student involvement in research and scholarship in the future.

中文翻译：

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药学博士生参与科研和奖学金项目的影响因素

介绍

研究目标是确定刺激或阻碍学生药剂师参与研究和奖学金的因素，确定教师认为是学生药剂师参与的动力或障碍的因素，并比较学生和教师的反应。

方法

开发了一份电子问卷并通过电子邮件发送给所有注册药学博士课程的学生和所有课程教师。为了提高回答率，学生有上课时间来完成调查。回复是匿名收集的。

结果

共有 404 名学生（69% 的回应率）和 35 名教职员工（78% 的回应率）参加。学生和教职员工都高度评价的动机因素是对主题的兴趣、与教职员工合作的舒适度、教职员工的精力充沛以及对研究生培训更具竞争力。学生们表示，有利于专业/医学界的项目是一个重要的动力，而教职员工认为追求需要研究/奖学金的职位是一个关键的动力因素。评价最高的障碍是时间不够。

结论

学生药剂师参与研究和获得奖学金的情况在我们的计划中是可变的，之前对导致学生药剂师参与研究和奖学金的因素知之甚少。学生和教职员工对几个激励因素达成了普遍共识；然而，确实存在一些重要的差异。解决这些差异可能有助于增加学生未来对研究和奖学金的参与。