Review of undergraduate research education for pharmacy students in New Zealand, Australia and the United Kingdom

This qualitative study explored the views of academic staff responsible for coordinating undergraduate research education in pharmacy programs across Australasia and the United Kingdom (UK) and formulated recommendations. The Heads of School from 43 eligible Schools of Pharmacy were invited to participate and provide contacts for the academic staff member(s) responsible for undergraduate research education. Telephone interviews with participants were audiotaped, transcribed and then thematically analyzed. The ten participants were in agreement about the need and educational aims of undergraduate research education. Working directly with students in a more consultative way was seen as a positive experience for academic staff and students engaged in the research. A common approach to assessment emerged, which included marks weighted toward a written report, followed by presentation, then peer/supervisor assessment. Limited student access based on academic merit versus mandatory program requirement, individual versus team research and duration of the course were key differences between programs. Participants expressed interest in the changing aspects of undergraduate research including student selection and assessment, and most had sought student feedback. Overall, the research experience was perceived as an important and necessary curriculum component. A team-based approach is recommended to address resource issues and prepare students for working in healthcare teams. Limiting the number of projects per academic staff member and recruiting associate supervisors from professional settings would improve student access to supervision, reinforce research partnerships across pharmacy and provide a model for team work. Further research with supervisors and alumni could explore these recommendations.