|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|353018||618764||2015||7 صفحه PDF||سفارش دهید||دانلود رایگان|
ObjectivesThis study examined barriers to pursuing scholarly activities among pharmacy residents.MethodsPharmacy residents of American Society of Health-System Pharmacists (ASHP)-accredited programs in the Southeastern region of the United States during the 2009–2010 residency cycle were invited to participate in a web-based survey to assess interests in and barriers to pursuing scholarly activities (e.g., peer-reviewed manuscript development). A 22-question, web-based survey instrument was developed and pilot tested to assess demographics, confidence, interest and intent in pursuing scholarly activities, and barriers to scholarly activity. The survey instrument was administered in April 2010, and respondents were given four weeks to complete. Descriptive statistics (e.g., frequency and median ± IQR) were used to report respondent characteristics and identifiable barriers.ResultsA total of 209 out of 405 (52%) residents completed the survey. Respondents were primarily female (80%), under the age of 30 years (86%), and in a first-year residency program (75%). The majority of respondents (79%) intended on pursuing scholarly activities beyond their residency project. Lack of time was the most frequently reported and was ranked the most important barrier to pursuing scholarly activities. Lack of knowledge of the processes associated with scholarly activity and limited mentorship from residency preceptors were identified as barriers by 37% and 25% of residents, respectively.ConclusionsNoteworthy barriers to pharmacy residents’ pursuit of scholarly activity were identified including lack of time, mentorship, and knowledge of the process. Pharmacists involved in mentoring residents should facilitate opportunities for scholarly activities, including peer-reviewed publications.
Journal: Currents in Pharmacy Teaching and Learning - Volume 7, Issue 1, January–February 2015, Pages 40–46