Student pharmacists’ perspectives of completing a research project as part of their Doctor of Pharmacy education at the University of Arizona College of Pharmacy

Abstract

Specific Aims: To evaluate final-year pharmacy students’ perspectives on their preparedness, skill development, and future research interests after completing a required research project during their Doctor of Pharmacy education. Methods: This was a cross-sectional study utilizing an anonymous electronic survey. The survey was administered to fourth-year student pharmacists from both the Tucson and Phoenix campuses of the University of Arizona. It measured self-reported confidence across research tasks, skill development, and post-graduation intentions. Descriptive statistics were used to analyze responses on a Likert scale. Results: Fourteen students completed the survey (100% female; age range: 20–30+ years; majority with a GPA ≥3.50). Most respondents agreed or strongly agreed that they were confident in performing key research tasks such as literature review (79%) and preparing a purpose statement (85%). However, fewer expressed confidence in areas like developing instrumentation (50%) or identifying study designs (64%). Responses were mixed regarding whether the research experience increased their likelihood of pursuing research post-graduation. Conclusions: Overall, students felt confident in core research tasks and recognized skill development through their project experience. However, the impact on career trajectory was less consistent. These findings suggest that integrating structured mentorship and dedicated time into the research curriculum may further enhance student outcomes.