research project topics in pharmacy

[100+] Pharmacy Research Topics For College Students With Free [Thesis Pdf] 2023

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Research Topic For Pharmacy 2023

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• UA Graduate and Undergraduate Research

Pharmacy Student Research Projects

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ABOUT THE COLLECTION

All PharmD students at the University of Arizona College of Pharmacy must complete a research project as part of their graduation requirements. This repository collection contains the abstracts of these projects, and the full-text of projects that students have opted to make available.

Contact Jennifer Martin , Librarian & Clinical Instructor, Pharmacy Practice and Science, for more information about the student research projects in this collection.

Recent Submissions

Exploring How to Improve Professionalism and Engagement During Zoom Learning

A retrospective study evaluating the effect of hepatic steatosis on paclitaxel tolerability in patients with breast cancer 

Accuracy and Reproducibility of Injections from Prefilled “Code Cart” Syringes Compared to Standard Polypropylene Syringes

Modified Patient Intake Process and its Effectiveness in Timely Access to Patient Data in Endocrinology Telemedicine Visits

The Role of Vaccine Literacy on Vaccination Rates in Maricopa County Health Pods

Assessing community pharmacists’ confidence with and knowledge of veterinary medications

Implementation and Review of Student Led Meds-to-Beds Intervention on Hospital Readmission Rates and Patient Satisfaction in Advanced Heart Failure

Assessing knowledge and integration of updated FDA pregnancy and lactation labeling in practice between rural and urban prescribers and dispensers 

Surveying rural healthcare workers for vaccine awareness and hesitancy

Perceived Mental Health of Student Pharmacists Working in Community Settings During the Coronavirus Disease-19 (COVID-19) Pandemic: A Qualitative Analysis at the University of Arizona College of Pharmacy

Do Rural And High Index Of Need Counties Have Different COVID-19Vaccination Rates?

A Pilot Educational Video Series Aimed at Orienting Non-Native English Speakers to the U.S. Pharmacy System

Prophylactic Benzodiazepine Use in Bupropion Overdose

Comparison of Inhaled Epoprostenol and Inhaled Nitric Oxide for COVID-19 Induced ARDS in Critically Ill Adults

A Qualitative Analysis of 2022 Request to Speak Comments

Impact of Student Loan Debt on University of Arizona R. Ken Coit College of Pharmacy Alumni

Outcomes of patients with DKA treated with subcutaneous insulin in the emergency department

Identifying the Student Pharmacists’ Perception of Characteristics of a Fulfilling Career

Anticoagulation Quality Assessment and Risk Evaluation in Patients with Nonvalvular Atrial Fibrillation (NVAF)

Influenza Vaccination Perceptions Among Pharmacy Students During the COVID-19 Pandemic

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• Science Fair Project Ideas for Kids, Middle & High School Students ⋅

Pharmacy Research Topics

Research Topic Ideas for Biology

Pharmacy research ideas encompasses a variety of topics dealing with drugs and pharmaceuticals. Some broad areas of pharmaceutical research relate to drug delivery, pharmaceutical cell biology, medicinal chemistry and medicine management. Faculty and graduate students at pharmaceutical colleges typically engage in such research, and some go on to develop new drugs and delivery methods.

TL;DR (Too Long; Didn't Read)

For students pursing doctorate degrees, pharmacy research offers many topics for a thesis, such as developing new drugs for cancer treatments, drug delivery methods, pharmaceutical cell biology and medicine management. Other topic ideas include plants as a source of medicinal products, interaction of drugs with RNA, synthetic medicines and many more.

Cancer Drug Studies

Cancer drug studies represent one type of pharmacological research topic. For instance, researchers study the role of steroid drugs in the growth of breast cancer. Other topics include the development of new cancer therapies and using targeted approaches for drug delivery to treat cancer. These types of studies aim to help patients deal with cancer and better handle the effects of cancer.

Drug Delivery

Another major topic for pharmacy research relates to drug delivery. One such research study at looks at the design and evaluation of drug delivery systems, emphasizing some methods of delivery such as liposomes and liquid crystals. Another research project studies the immediate environment of the lung, particularly how a person reacts to inflammatory stress and the use of drug treatments. Investigators use human lung epithelial cell culture for the study, studying humans as well as animals.

Pharmaceutical Cell Biology

Research in the area of pharmaceutical cell biology aims to understand basic cell biology and relate the findings to diseases in humans. Some such research projects in this area have dealt with topics such as inflammation processes in human disease, mechanisms for cell-to-cell communications and mechanisms of carcinogenesis. This sort of research is likely to involve close work with biologists who have similar research interests in these sorts of topics.

Medicine Management

Medicines management research looks into the cost effectiveness of new interventions that aim to improve the health of patients. Some of this research focuses on older people and on mental illness along with medicine management. These topics deal with the evaluation of pharmacist-led services, interventions that improve the adherence of medications, consultation skills, medication review services and interventions for reducing the problems that come about as a result of dysphagia.

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How to prepare a proposal for pharmacy research

A research proposal is often necessary to secure the required funding or resources. Cathy Geeson explains what to consider when putting a proposal together.

Source: Corbis Super RF / Alamy

When writing a research proposal you are aiming to produce a concise, clear summary of a proposed research project. This may form part of your academic studies, but often it is written to obtain the funding or resources needed to undertake the research. The proposal will need to be tailored to your audience, who may be academic supervisors, an organisation or an external funding body, but many of the principles of writing a research proposal remain consistent.

Putting together a proposal can take a considerable amount of time (an average of 9–12 months), so you need to be able to justify investing your time and that of your research team. You should approach writing a research proposal in the same way you would tackle any important project — do your background preparation, get the right team around you, make a plan and, finally, maintain your enthusiasm and determination to succeed.

The research topic

The most important thing to consider when choosing a topic is whether it poses a worthwhile question that needs to be answered and will result in tangible benefits within a reasonable and defined period. You should be able to demonstrate that the project will fill a gap in current literature.

Ask your peers and employers whether they believe the topic is important. Additionally, you could speak to the research team at the Royal Pharmaceutical Society (RPS) and members of the public to get their opinions.

Early considerations

Think carefully about what you want to achieve, whether funding is required and, if so, what type of funding may be suitable. Initially, you will need to consider how much money you are looking for and whether you are seeking a personal award, leading to a Masters or doctoral qualification, or funding for a larger research team. If the latter, you will need to demonstrate that you have enough experience to apply as the lead applicant.

You need to ensure that your proposal is practical and deliverable. Most awards are time-limited, typically between one and five years with most limited to three years, which means you will need to be realistic about how long you believe your research will take. Additionally, most awards are for a set amount of money, so you need to ensure that this is likely to cover all necessary resources and costs.

Different funding bodies will back different types of research so you will need to apply to the most appropriate organisation. For example, in the UK, the Medical Research Council funds basic or invention research whereas the National Institute for Health Research (NIHR) focuses on applied, evaluative and clinical research.

Ensure that the right infrastructure is in place within your organisation – this includes having appropriate management and support arrangements. Additionally, depending on the type of research, you may need to have access to sufficient patients and quality data. This may mean collecting your own data rather than trying to retrospectively assemble data that was not originally intended for research purposes.

Finally, you must be able to justify that your proposal is ethically acceptable. Although this does not mean preparing for ethics approval in detail at this stage, you should think about whether the benefits of undertaking the research outweigh the risks and burdens to potential participants.

Getting the right support

Your most important resource will be your research team. The members of your team will depend on your experience — for example, you may need an academic supervisor if the award is to support Masters or doctoral studies — and your research question and design; for example, you may require a statistician or a health economist. Decide who you require and try to obtain their support at an early stage. Be mindful of practical issues, such as the feasibility of arranging meetings. Support from your employer (and potential research site) is also crucial, particularly if you propose undertaking a secondment from your current role. At this stage you may also need to consider involvement from patients or the public or both (see ‘Patient and public involvement’).

It is also advisable to contact the research manager within your organisation and, depending on the research funder, you may also have access to design support. For example, the NIHR has a dedicated ‘research design service’ (RDS) to provide further guidance on the application process itself. The RDS also provides a number of training courses, together with ‘bid development’ advice, which can be valuable in helping hone your research proposal.

Try not to overlook other potential sources of help and advice. Researchers who have published work in the field may be willing to provide further advice on their methodology. My tip would be to seek as much advice and guidance as possible from a wide range of sources.

Once you have finalised your research methodology you can consider in depth what physical resources you will need, including access to patients, healthcare professionals and laboratory testing. The methodology will also inform the potential size and overall costs of your study. Talk to your finance department as early as you can — this can help ensure that your costs are thorough and realistic.

Writing your proposal

Research funding applications are generally highly structured and are split into sections that will vary by funder and funding stream. Each section will include clear instructions, usually including strict word limits. The funder is also likely to provide comprehensive guidance notes, plus an advice service should you need further clarification.

Remember that your proposal may be reviewed by panel members who do not work in your field, so avoid jargon and explain all abbreviations in full, ideally in each section (in case reviewers do not read your application in the order it was written). In terms of your writing style, aim for professional, clear and concise. Pay attention to detail, ask your research team to review your proposal and accept all offers to proofread your work.

Example of sections within the application form

Patient and public involvement (ppi).

Many funders are committed to the involvement of patients and the public so you may need to consider relevant activities as part of your application. These activities can involve patients and the public helping choose the research topic, assisting in the design, advising on the research project or actually helping carry out the research.

Plain English summary

You may be required to provide a brief summary of your research, written in language that members of the public should understand, so it is worth getting this reviewed as part of your PPI.

Scientific abstract

The scientific abstract is a more detailed summary that outlines the background to the research, the aims of the work, the plan of investigation and a synopsis of the potential benefits.

Background and rationale

You will then need to state your main hypothesis and research questions, and justify why the research is important and relevant to the funder. Think carefully about the benefits of your work — you will need to show the funder that your proposal is worth their investment. This section may also include your literature review, with details of gaps in current understanding of your topic, and how existing literature has informed your methodology. The funder will need evidence that you have carried out a thorough review, including any databases or citation indexes you have searched.

Research plan

In the research plan you should provide a structured protocol. It needs to be detailed enough to explain clearly how you intend to conduct the research but also succinct, because the word count is likely to be limited. You may also need to submit a ‘research timetable’ to highlight expected important milestones.

Expected outputs and dissemination

Additionally, you will need to assure the funder that the results of your research will deliver tangible benefits and that you will share these results widely.

Management and governance

You should be able to demonstrate that you will manage the award well, emphasising the results that you will deliver and how you will control the finances. This section may also include a review of ethical issues. Ensure that you are familiar with the ‘Research governance framework for health and social care’ from the Department of Health (England) and its implications for your work. Depending on the research methodology you may need to consider whether you will need informed consent from patients and other participants, and you will almost certainly have to address any confidentiality issues.

Intellectual property

Intellectual property (IP) provides the basis for protecting information, ideas and developments that your research may generate. The IP you generate will be retained by you and your organisation, but the funder will want to know that the IP will be protected (for example, with copyright or a patent) and used appropriately to ensure that the proposed research benefits can be delivered. Financial returns are an uncommon benefit of applied or clinical research but, where income generation is anticipated, you may need to enter into a commercialisation agreement with the funder to clarify how the revenue will be shared. This is an area where you may need to seek expert advice (for example, from ‘ NHS Innovation Hubs ’ ).

Making your proposal stand out

• Read the funder’s guidance notes carefully, and address each point thoroughly;
• Explain why yours is an important research question, with clear benefits;
• Be precise and succinct — could you describe clearly the main objective of your research in one or two sentences?
• Demonstrate that your proposal is well planned, feasible, cost-effective, and will yield high quality results with a positive impact;
• Justify everything fully, including your method, required resources and team members;
• Be consistent. For example, if you have said you need a PPI steering group, ensure this is included as a research cost and that meetings are built into your research timetable.

You may also be interested in

Maintaining trust in science and increasing research literacy

How our pharmacy network is developing research opportunities for the profession

Are we self-actualising in pharmacy.

• Welcome to Student Tools

Pharmd Projects

College of pharmacy, pharmd students at the university of utah college of pharmacy from the class of 2019 forward are required to complete a capstone research project during their third and fourth years. the purpose of the project is to help students transition from consumers to producers of knowledge. completion of a project will enable the student to develop many key skills: professional writing, formal presenting, critical thinking, literature evaluation, project management, data collection, data analysis, and others..

Accepting Submissions

If you have an idea for a research project you would be interested in advising and that would  benefit you , you can submit your proposal by clicking the link below. Each Fall (September-January), we collect ideas for students to complete during the following two academic years. We accept proposals from a wide range of partners in addition to the College of Pharmacy faculty, including School of Medicine faculty, College of Nursing faculty, community and clinical pharmacists, public health officials, and others.  You are welcome to share this form with anyone who you think would be qualified and interested in advising a student research project.

PharmD students interested in proposing their own project should look for a mentor to advise the project, and then submit a proposal with that mentor. On the proposal, the mentor will list the student he or she plans to work with. Mentors and students who are already working together can also indicate this on the form.

If you have any questions, feel free to contact  Craig Henchey  or  Dan Witt .

Qualities of a Good PharmD Project:

• Feasible to complete in 1-2 years
• Financially feasible (see “Project Funding” below)
• Clear pathway to data acquisition and analysis
• Straight-forward methodology
• Sufficiently Focused – few variables and specific aims
• Potential to generate or support future research
• Mentor invested in project success and completion
• Strategically aligned with needs of the Mentor

Recent Projects

• USC Libraries
• Research Guides
• Health Sciences
• Pharmacy Students: Year 3
• Develop a Question

Pharmacy Students: Year 3: Develop a Question

• Home and Help
• 567: Pharmacy Law
• 608: Therapeutics: Oncology and Immune Disorders
• 610: Therapeutics: Special Populations
• 611: Therapeutics: Infectious Diseases
• 619: Therapeutics: Cardiovascular System
• 620/621: Practice and Professionalism
• 622/623: Case Conference
• 633: Pharmacy Management and Economics
• 650: APPE Gateway
• Literature Review
• Data Management
• IRB and CITI
• Make a Poster
• Cannabis User Safety (pharmacy elective)
• Community Pharmacy and Business Management (pharmacy elective)
• Geriatric Pharmacy (pharmacy elective)
• Global Pharmacy (pharmacy elective)
• Interprofessional Education (pharmacy electives)
• Marketing and Development in the Pharmaceutical Industry (pharmacy elective)
• Pharmaceutical Bioinformatics (pharmacy elective)
• Pharmaceutical Development (pharmacy elective)
• Pharmacy Education (pharmacy electives)
• Spanish for Pharmacists (pharmacy elective)
• Sports and Dietary Supplements (pharmacy elective)
• Toxicology and the Media (pharmacy elective)
• Research Resources
• Spanish for Health Care Professionals
• Career Resources
• Drug Information

Developing a research question

Developing a research question is not always easy. Use the tips here and explore the books and links to help you determine a topic. 1. Start by considering what you are interested in, and what drew you to pharmacy practice. You'll be working with this project for some time, so having personal interest is important. 2. Consider the readings you have been assigned in class. What questions have you developed after reading, say, a chapter about communication skills for pharmacists? Or the effects of rising costs of drugs? Could you do a project to answer these questions? 3. Research is intended to fill in gaps in knowledge. Consider any readings you have done, or lectures you have attended, where it is mentioned that more research is needed to answer a question. Can you try to answer part or all of that question? 4. Examine specific types of research to find gaps in knowledge.

4a. Examine guidelines and look at the levels of evidence supporting each claim. Are claims supported by low-level evidence? Could you create stronger evidence?

4b. Look at UpToDate or other clinical tools, focusing on the evidence supporting each claim. Are the claims supported by high-level or low-level evidence? Could you create better evidence? 4c. Examine textbooks focused on pharmacotherapy, body systems, or diseases. Look for problems mentioned in these texts, look for future directions in research being summarized, look for words like "unclear, controversial, uncertain." All of these areas can be possible research topics.  

• UpToDate This link opens in a new window An evidence-based resource covering multiple medical specialties. Includes topic monographs, patient education, practice updates, drug interactions, guidelines, and medical calculators. To obtain CME, create a personal profile and log in.
• AccessPharmacy This link opens in a new window Textbooks, drug monographs, quizzes, flashcards, videos, cases, and calculators, selected for relevance to Pharmacy education.

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• Last Updated: Apr 12, 2024 2:21 PM
• URL: https://libguides.usc.edu/healthsciences/pharmyr3

Conducting Research Projects

These resources are intended to help residents and students understand the basic steps and principles of conducting practice-based research projects. Pharmacists who want to conduct practice-based projects can also benefit from the information presented. These presentations start with generating the project topic and proceed through planning, design, funding and sharing project results. Knowing how to manage complex projects from start to finish is critical whether you pursue a clinical, managerial, or academic career track. By sharing the results of your project with the health care community, you can contribute important information that helps advance pharmacy practice.

Keep two important considerations in mind as you move along the continuum of developing, implementing, and evaluating a project. You must:

• Understand the limitations of your project and recognize how it does or does not compare with the "ideal" research project.
• Actively develop your project management skills to ensure that the project is as sound and effective as possible. 

Selecting Your Project

Perhaps the hardest step in your project is figuring out where to start. Once you've determined your focus and worked up a timeline, however, you have a road map to help you move forward productively. This presentation gives you concrete suggestions for identifying valuable project ideas. 

Selecting Your Project Recording

Selecting Your Project Slides

Designing and Planning Your Project

This presentation explains the three categories most residency projects fall into, discusses important aspects of research studies and walks you through the process of creating a project plan. 

Designing and Planning Your Project Recording

Designing and Planning Your Project Slides

Procuring Funding for Your Project

Determining your project's needs and identifying resources to meet those needs are critical for success. This presentation will discuss ways to obtain monetary resources for your project or research. It reviews common and no-so-common sources of grant funding as well as tips for soliciting funds. 

Procuring Funding for Your Project Recording

Procuring Funding for Your Project Slides  

Avoiding Pitfalls in Implementing Your Project

One of the most gratifying things you can do is to completing a project that leads to improved patient care or documents the professional role of the pharmacist. With careful preparation, contingency plans, and a good attitude, problems can often be avoided or overcome. This presentation discusses how to avoid pitfalls and minimize problems as you implement your project, allowing you to complete it on time and create a product you are proud of. 

Avoiding Pitfalls in Implementing Your Project Recording

Avoiding Pitfalls in Implementing Your Project Slides  

Evaluating Your Project's Impact: Important Considerations

You selected the right project. You struggled with the design, data collection, and analysis. You are poised to write your abstract and present the project to colleagues at an upcoming professional meeting. Isn't that enough? Actually, no. Focusing on project evaluation before you write your abstract and project report is time well spent. This presentation will focus on reviewing your project's impact, communicating the "so what?" of your project effectively and exploring next steps. 

Evaluating Your Project's Impact: Important Considerations Recording

Evaluating Your Project's Impact: Important Considerations Slides

Presenting and Publishing Your Project

Making presentations about your project and seeking to publish your findings help you practice essential skills. These activities also get the word out to colleagues about new information, procedures, and evidence, and they give you the opportunity to network with other professionals and receive feedback. 

Presenting and Publishing Your Project Recording 

Presenting and Publishing Your Project Slides

Acknowledgement

APhA would like to thank Cortney M. Mospan, PharmD, BCACP, BCGP, Assistant Professor of Pharmacy, Wingate University School of Pharmacy, for the development and presentation of these valuable tools. 

Research Projects

The CHOICE Faculty are involved in a wide range of funded and unfunded research projects. They have been at the forefront of creating the next generation of thinkers and leaders in the field of economic evaluations, drug safety, and health care economics. They are known internationally for their work on developing and applying methods to critically assess information needs to improve population health and prioritize research investments given limited budgets. They are collaborating with some of the leading initiatives (e.g. Institute for Clinical and Economic Review (ICER)) in the nation in assessing the value of new interventions.  In addition, the CHOICE Institute has a rich history of working with decision makers, such as patients, physicians, industry and payers, providing expertise, and facilitating collaborations at the regional, national, and global level.

The future of the CHOICE faculty is bright.  The faculty are poised to address many national and global challenges – from continued opportunities to inform national policy, to studying changes to the Affordable Care Act and triple aim health care, guiding WA state to achieve effective universal health insurance coverage,  to determining value and guiding best practices with the increase in personalized medicines, to understanding how human behavior affects medication adherence and clinical results, to the rise of technology in healthcare, to better ensuring favorable benefit-risk of medicines and other health technologies, to growing the international platform and linking with the important work done through the Global Medicines Program.

A list of active research projects are listed here. Specific projects that have generated research resources are also highlighted under specific tabs on the right.

Aasthaa Bansal

• PI: Personalized Risk-Adaptive Surveillance Strategies in Cancer (PRAISE); NIH (R37), 07/01/2018-06/30/2023

Douglas Barthold

• PI: NIA (K01) “Long-term effects of today’s medical care access policies on the future burden of Alzheimer’s disease and related dementias,” 2022-2026
• PI: PhRMA Foundation “The role of mild cognitive impairment (MCI) and Alzheimer’s disease and related dementias (ADRD) in the utilization of high and low value healthcare,” 2021-2023
• Co-I: NIH (R01) “Acceptability of sustained-release antiretrovirals for treatment in the US and sub-Saharan Africa,” 2019-2024
• Co-I:  NIA(U19) “Adult Changes in Thought (ACT) Research Program (Renewal),” 2021-2026

Anirban Basu

• PI:  Empowering the Annual Health Econometrics Workshop; AHRQ, 2017-2019
• PI: Value of Information Methods for NHLBI Trials; NHLBI (R01), 4/15/2015 – 3/31/2019
• PI: Cure Sickle Cell, Model for Economic Analysis of Sickle Cell (CureSC: MEASURE); NHLBI, 07/01/2019 – 06/30/2022
• Co-PI (PI: Coleman, Kaiser Permanente): Effectiveness of Gastric Sleeve vs. Gastric Bypass for Cardiovascular Disease; NHLBI R01, 2016-2019
• Co-I: (PI: Carlson) ICER Economic Modeling; ICER, 1/2020-12/2021

Josh Carlson

• PI:  ICER Economic Modeling; ICER, 1/2020-12/2021
• PI: (subcontract) BEAT MS clinical trial; Benaroya Research Institute at Virginia Mason and NIAID, 2/2019 – 2/2021
• PI: (subcontract) Oncology Value-based Pricing Project; Fred Hutchinson Cancer Research Center and BMS, 1/2019 – 4/2020

Beth Devine

• PI: Customizing Value-based Methods to Prioritize Implementation of Pharmacogenomic Clinical Decision Support for Learning Health Systems. (PRECISE-VALUE); AHRQ, 2019-2021
• Site PI: Assistant Director: Pacific Northwest Evidence-based Practice Center (EPC) VI; AHRQ, 2019-2024
• Lead Co-I (PI: Goddard, Kaiser Permanente Center for Health Research) : Cancer Health Assessments Reaching Many (CHARM); NHGRI, 2018-2021
• Lead Co-I (PI: Czerniecki, VA Center for Limb Loss and Mobility): Improving Dysvascular Amputee Outcomes by Enhancing Shared Decision Making (AMP-DECIDE); VAHSR&D, 2018-2022
• Lead Co-I (PI: Basu): Cure Sickle Cell, Model for Economic Analysis of Sickle Cell (CureSC: MEASURE); NHLBI, 2019-2022
• PI: UW-Allergan Post-Doctoral Fellowship (Training Grant); Allergan Pharmaceuticals, 2012 – 2023
• Lead Co-I (PI: Veenstra): Payer Demand for RWE in HTA: A DCE, Health Technology Fund , UW Outcomes Corporate Advisory Board, 2018-2020
• Key personnel (Site PI: Gray): US Deprescribing Research Network; NIA, 2019-2021
• Co-I (PI: Bowen): Randomized trial of genetic testing methods for primary care patients (PICNIC); NHGRI, 2020-2024
• Associate Director: UW Health Services Research T32; AHRQ, 2018-2023
• Faculty Mentor: UW Biomedical and Health Informatics T32; NLM, 2017-2022
• Faculty Mentor: UW Developing Data-Driven Cancer Researchers T32; NCI, 2016-2021

Louis Garrison, Jr. 

• Principal Mentor , UW-Pfizer Post-Doctoral Fellowship , 2016-2018.
• Co-Inv . (PI-Chung) University of Nairobi HIV Capacity Building Fellowship. USAID, 2014-2018

Ryan Hansen

• Co-I: National Association of Chain Drug Stores (NACDS) Foundation: Gaps in Care (Community Pharmacy Increasing Statin Utilization for People with Diabetes)
• Team Lead: Institute for Clinical and Economic Review: Comparative Value Modeling Team
• Co-I: National Institutes of Health (NIH): Pilot Study of a Community-Pharmacy Model to Expand Access to Medications to Treat and Prevent Hepatitis C, Opioid Use Disorders, Overdose and HIV Among Persons Who Inject Drugs
• Co-I: Washington State Department of Health (sub from CDC): Support ACT Prescription Drug Monitoring Program
• Co-I: Cystic Fibrosis Foundation: Cost Effectiveness Analysis and Comparative Effectiveness Research of STOP2

Scott Ramsey

• Ramsey Sub-PI (Main PI Charles Blanke, OSHU), Ancillary Study to Evaluate Patient and Physician Knowledge, Attitudes, and Preferences Related to Return of Genomic Results in the SWOG 1400 (S1400) Clinical Trial. Project Dates 8/2016-2/2018

Andy Stergachis

• PI of UW Subcontract (Main PI: Aboagye-Nyame) Medicines, Technologies, and Pharmaceutical Services (MTaPS); USAID
• PI of UW Subcontract (Main PI: Buekens).  Landscape Analysis:  Sentinel Site Readiness for Maternal Immunization Active Safety Surveillance in LMIC; Bill & Melinda Gates Foundation
• Co-I: (PI: Murray) Mapping and Monitoring the Global Burden of Antimicrobial Resistance; Fleming Fund, Wellcome Trust, BMGF
• Co-I: (PI: Bacci) Community Pharmacist Population Health Management of People Living with Epilepsy; UCB Pharma
• Co-I: (PI: Baeten) Pharmacy Delivery to Expand the Reach of PrEP in Kenya; NIH-NIMH (R34)
• Co-I: (PI: Ho) Washington Entrepreneurial Research Evaluation and Commercialization Hub; NIH/NHLBI
• Co-I : (PI: Farquhar) Health-Professional Education Partnership Initiative (HEPI) – Kenya; NIH/Fogarty

Sean Sullivan

• Consortium PI: Comparative Effectiveness of CSF ; A Pragmatic Trial to Improve Colony Stimulating Factor Use in Cancer; Fred Hutchinson Cancer Research Center, 2016-2021
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• Co-I: (PI: Jarvik) Evolving Our Partnership: The CSER2 Centralized Support Coordinating Center (CSER2 Coord Center); NIH, 04/01/2013 – 06/30/2021
• Co-I: (PI: Jarvik) The Electronic Medical Records and Genomics (eMERGE) Network, Phase III; Kaiser Foundation Health Plan of WA, 04/25/2019 – 03/31/2020

• Potential Research Projects

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Please email our academic staff to discuss potential HDR projects and ask if they are available as an advisor for your proposed HDR program.

Clinical Pharmacy and Pharmacometrics

Title: Implementing Pharmacogenomics into Community Pharmacy Practice to Personalise the Treatment of Depression Contact:  Associate Professor Chris Freeman

Title:  Developing pharmacokinetic models for immunosuppressants in solid organ transplant patients Contact:   Dr Christine Staatz

Title:  Improving the use of immunosuppressant agents in solid organ transplant patients Contact:   Dr Christine Staatz

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Title:  Improving the use of immunosuppressant agents in solid organ transplant patients Contact:   Dr Christine Staatz

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No projects currently available.

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Title:  Enhancing the activity of antimicrobial agents Contact:   Dr Peter Moyle

Title:  Engineering nanostructures and nanomedicines using supercritical fluid technology Contact:   Dr James Falconer

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Title:  Discovery of new drugs from indigenous Australian plants using supercritical fluids Contact:   Dr James Falconer

Title:  Design, construction, and development of supercritical fluid technology Contact:   Dr James Falconer

Title:  Characterisation of high pressure spray behaviour and bioactive Contact:   Dr James Falconer

Title:  Delivery of therapeutics to the posterior eye Contact:   Dr Harendra Parekh

Title:  Development of bioresponsive drug/gene carrier systems Contact:   Dr Harendra Parekh , Dr Karnaker Tupally

Title:  Bioresponsive porous silicon-polymer composite nano- and micro-particles for oral protein delivery Contact:   Dr Amirali Popat

Title:  Mesoproous silica nanoparticles synthesis and application in drug delivery, diagnosis and therapeutic protein delivery Contact:   Dr Amirali Popat

Title:  Inorganic nanoparticles for targeting bacterial biofilms Contact:   Dr Amirali Popat

Pharmaceutical Biology

Title:  Calcium homeostasis in cancer: identification and characterisation of novel drug targets  Contact:  Professor Greg Monteith  and  Professor Sarah Roberts-Thomson

Title:  Identification and characterization of novel ion and drug transporters and the design of novel high throughput screening assays for new pharmaceuticals Contact:   Professor Greg Monteith

Title:  Physiological regulation and the role of calcium transporters   Contact:   Professor Greg Monteith

Title:  Morphine and metastasis Contact:   Associate Professor Marie-Odile Parat

Title:  Role of caveolar proteins in glioblastoma Contact:   Associate Professor Marie-Odile Parat

Title:  Effect of perioperative pharmacotherapy of cancer patients on tumour Biology  Contact:   Associate Professor Marie-Odile Parat ,  Dr Ben Ross  and  Professor Nick Shaw

Biomedicinal Discovery and Development

Title:  Design, synthesis and evaluation of novel molecules for the treatment of Alzheimer's disease Contact:   Dr Ben Ross

Title:  Computer-aided design, synthesis and evaluation of new drugs for cancer, pain and neurodegenerative diseases Contact:   Dr Ben Ross

Pharmacy Education Research Centre

No current projects available.

Alan Grant-Taylor Memorial Scholarship: Community Pharmacy Practice

Find out more about the Alan Grant-Taylor Memorial Scholarship

UQ Summer and Winter Research Programs

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• v.84(3); 2020 Mar

An Exploration of Pharmacy Education Researchers’ Perceptions and Experiences Conducting Qualitative Research

Antonio a. bush.

a UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

b Guest Editor, American Journal of Pharmaceutical Education , Arlington, Virginia

Mauriell Amechi

c Old Dominion University, Norfolk, Virginia

Adam Persky

d Associate Editor, American Journal of Pharmaceutical Education , Arlington, Virginia

Objective. To investigate pharmacy education researchers’ experiences in conducting qualitative research and their perceptions of qualitative research in pharmacy education

Methods. A phenomenological approach was used to conduct one-time, in-depth interviews with 19 participants from 12 schools and colleges of pharmacy. Interview transcripts were coded and themes were identified using a modified form of the Sort and Sift, Think and Shift method of data analysis.

Results. Faculty members were the largest subgroup in the sample, followed by graduate students, postdoctoral fellows/scholars, and residents. Pharmacy education researchers had varying levels of training in conducting qualitative research and some had none at all. Salient findings included that pharmacy educators’ lack of training and exposure to qualitative research was a barrier to entry to conducting qualitative research; the lack of understanding and value of qualitative research in pharmacy education impacts the acceptability of qualitative research projects in Journals and academic meetings; and qualitative research offers several benefits in answering complex research questions.

Conclusion. The application of rigorous qualitative research in pharmacy education holds great potential in addressing complex and evolving healthcare problems. This work provides empirical evidence of the ongoing anecdotal dialogue that has long existed in pharmacy education concerning why some researchers are hesitant to conduct qualitative research, the challenges encountered by those who employ qualitative approaches, and the benefits qualitative approaches provide.

INTRODUCTION

Practitioners and researchers in health professions fields are increasingly recognizing the value and critical role of employing rigorous qualitative research approaches in addressing complex and evolving healthcare problems. 1-5 Unlike quantitative inquiry, qualitative research can provide holistic insights into why people engage in particular actions or how they experience them. 1-5 In-depth interviews, focus groups, and participant observations, among other methods frequently employed in health professions research, have also been vital research tools in pharmacy education. For instance, while some studies focus exclusively on qualitative methods, others have applied this approach to complement or explain quantitative results or serve as a preceding exploratory method to guide quantitative approaches (ie, mixed methods). 5-7 Nevertheless, as some researchers have noted, qualitative research methods remain considerably underutilized by most pharmacy education researchers. 1,5,8 Moreover, ongoing calls (and guidelines) for more rigorous standards in reporting qualitative research are pervasive in the health professions literature. 1-5

Qualitative research involves the study of social phenomena in natural settings, delving into the meaning, experiences, and views of the participant in the world. 1,9 Compared to quantitative research, qualitative research approaches offer the advantages of an emergent and fluid design, the exploration of a problem in natural settings, and the ability to capture participants’ meanings via rich, thick descriptions. 1,9 Notwithstanding the multiple strengths of qualitative research methods, a significant divide exists among researchers on issues of ontology and epistemology and the standards for methodological rigor. In light of present debates and the increasing significance of this methodological approach, it is essential for pharmacy education researchers to reassess their experience with and preparation for conducting qualitative research. To advance qualitative scholarship within the field, researchers must leverage rigorous qualitative research methods consistent with guidelines issued by the Journal .

The purpose of this study was to investigate pharmacy education researchers’ experiences conducting qualitative research and their perceptions of qualitative research in pharmacy education. Three central research questions guided this study: What concerns impede pharmacy educators from employing qualitative research? What are the barriers and challenges of employing qualitative research in pharmacy education? What are pharmacy educators’ perceptions of the benefits of employing qualitative research?

A phenomenological qualitative approach was used to address the study’s guiding questions. The phenomenological approach best positioned us to understand the participants’ experiences and make meaning of the phenomena under study. 10 This exploratory approach was suitable because no systematic research had yet been published on this topic. The study was approved by the University of North Carolina at Chapel Hill Institutional Review Board for the Protection of Human Subjects in Research.

One-time, in-depth interviews were conducted with 19 participants using a semi-structured protocol. Purposeful sampling (ie, participant selection according to a set of predetermined criteria) was used to capture multiple perspectives and explore information-rich cases. 9 Participants were selected based on the following predetermined criteria: they were identified as a pharmacy faculty, postdoctoral fellow/scholar, resident, graduate student, and/or staff member; they were affiliated with an accredited school/college of pharmacy; and they had experience conducting pharmacy education research (eg, quantitative, qualitative, and/or mixed methods).

To begin recruitment, the primary investigator sent an introductory email to pharmacy education researchers via listservs (ie, email distribution lists) and contacts from pharmacy education research centers. The researchers began with listservs from two nationally recognized centers for pharmacy education research: The Wulling Center for Innovation and Scholarship in Pharmacy Education (W-CISPE) at the University of Minnesota, and the Center for Innovative Pharmacy Education and Research at the University of Chapel Hill. These centers were selected because of their dedication to advancing educational research and scholarship in pharmacy education and their expansive listservs of collaborators. In addition to these centers, information on the research project was sent to other pharmacy education insiders across the United States for dissemination. Consistent with snowball sampling, in the initial recruitment email, prospective participants were asked to forward the email to other contacts who might be interested and fit the inclusion criteria. 9 Before the interview, participants completed an informed consent form and demographic survey online (eg, level of education attained, employee or trainee classification, and prior experience conducting qualitative research). The majority of the interviews were conducted via a video-conference call, while the rest were facilitated in-person or via telephone. Modified from previous work completed by Povee and Roberts, 11 our interview protocol questions explored several topics such as how participants defined qualitative research, their past experiences using qualitative research, their exposure to formal or informal training related to qualitative research, and their perceptions of how qualitative approaches might be used to advance pharmacy education research. Each interview was audio recorded. Interviews lasted from 30 to 45 minutes, on average. Upon completion of the interviews, the audio data were professionally transcribed by a third-party (ie, Rev.com , San Francisco, CA). The de-identified transcripts were then uploaded to a password protected drive to begin analysis. Participants did not receive any incentive for participation.

We employed a modified form of the Sort and Sift, Think and Shift method to analyze the data. 12 This approach “is an iterative process whereby analysts dive into data to understand its content, dimensions and properties, and then step back to assess what they have learned and to determine next steps.” 12 The Sort and Sift, Think and Shift method is informed by a variety of key qualitative components including: Labov’s six identifiable elements of storytelling (abstract, orientation, complicating action, evaluation, result or resolution, and coda), 13 Seidel’s model of qualitative data analysis process (ie, collecting, thinking, noticing, and engaging), 14 and five common qualitative traditions (ie, phenomenology, grounded theory, narrative, ethnography, and case study). The comprehensiveness of the Sort and Sift, Think and Shift process developed a unique framework for data analysis, conducted through several rounds of coding, review, and consensus building.

The first step in the data analysis process was selecting the five most substantive interviews to review. Then, qualitative data analysis software (ie, Atlas.ti, v.1.6.0; Scientific Software Development GmbH; Berlin, Germany) was used to review each interview transcript and highlight powerful segments of the data (ie, pulse quotations) that were meaningful, interesting, and/or impactful (ie, first round open-coding).

Next, PowerPoint was used to develop a visual depiction of each of the reviewed transcripts (ie, episode profiles) affording an opportunity to connect the data and identify relevant topics within each transcript across three predetermined themes: pharmacy educators’ qualitative research experiences, barriers and challenges when considering and conducting qualitative research in pharmacy education, and benefits of employing qualitative research in pharmacy education. Topics (or categories) were selected if they were considered to be relevant to the purpose of the research, impactful, comprehensible, and/or connected to other topics. Upon completion, the five episode profiles were compared and topics were identified across the data. Next, the identified topics were used to develop a codebook. The codebook consisted of a code name, description of the code, and a sample participant quotation for each code. The codebook was then reviewed by members of the research team. The analysts met to discuss any areas of disagreement and come to consensus. The codebook was then modified to reflect the agreed upon changes.

Next, the modified codebook was used to code all interviews in Atlas.ti (second round coding). Upon completion of second round coding, the data were exported from Atlas.ti to an Excel document for a third round of coding. During the third round of coding, each coded quotation was reviewed to ensure that it was captured under the appropriate code and combined similar codes to develop themes and subthemes related to each research question. The final themes were reviewed by all members of the research team, and areas of disagreement were discussed and consensus was established. The employment of this rigorous data analysis process, which included several rounds of extensive coding, afforded us with an opportunity to glean a comprehensive understanding of the participants’ experiences and enhance the trustworthiness of our study and results.

Interviews were completed with 19 participants with experience conducting research in pharmacy education. Demographically, faculty members (including administrators and/or staff members with faculty appointments) (n=15) represented the largest numeric subgroup in the sample, followed by graduate students (n=2), postdoctoral fellows/scholars (n=1), and residents (n=1) (Table 2). All participants had attained either a professional degree and/or a doctoral degree and represented 12 different schools and colleges of pharmacy. The majority of the participants had experience conducting qualitative research, and had either led or contributed to an average of three qualitative projects.

Several themes emerged from this exploratory study. The themes are presented below as aligned with the research questions. Appendix 1 provides additional exemplar participant quotes. Pseudonyms are used in place of the participants’ real names. Participant pseudonyms were produced by an online random name generator ( http://random-name-generator.info/random ). Two themes relating to pharmacy educators’ qualitative training experiences emerged. Specifically, participants noted that they gained qualitative research training through both formal and informal means. Some participants received formal qualitative research training via courses taken to fulfill requirements for a master’s degree (ie, as a resident) or doctorate degree. The levels of training varied. Some participants took courses with a specific focus on qualitative research (ie, Introduction to Qualitative Research). For example, Leonard, a faculty member noted, “I got full training in qualitative through my master's [degree] and my Ph.D., but primarily in my Ph.D. is where I went more in-depth with it.” Other participants noted that while they had taken educational research design courses, the units specific to qualitative research were occasionally distributed throughout the courses. For example, in describing his training, a resident, noted, “I would say it would be limited…There are a couple [of] classes that either directly or indirectly include qualitative research content…sometimes it's like a whole class on qualitative research, but then sometimes it's just looped in through the course as we go.” Other pharmacy education researchers received what Sylvia, a faculty member, referred to as “on the job training” or informal training. Specifically, these participants were self-taught, acquiring their qualitative knowledge through a variety of alternative mechanisms.

One way participants received training in qualitative research was by engaging in professional development or continuing education opportunities (eg, workshops, research institutes, short courses, and sessions at professional conference). Participants also received training through trial and error, by designing and engaging in qualitative research projects and figuring it out along the way. Roberta described this as “diving right in.” Another faculty member, Erin, who had not received formal qualitative research training stated, “I haven’t received any formal qualitative research training. I think I've mainly learned through jumping in with a few projects here or there.”

Participants also received informal training by reading research and methodology articles and reviewing other sources, such as books, to assist them in designing qualitative research projects: “I've been reading about it on my own, whether that's through books or articles” (Priscilla, faculty member). Willie, a faculty member noted, “I think reading the educational research, you begin to understand what people do when they [conduct] qualitative analysis or do qualitative research. So reading other qualitative studies and reading about qualitative research to help us better understand how to do it.”

The participants also shared how they sought training from colleagues, faculty members, and staff members with expertise in qualitative research within their pharmacy school, at their university, and/or at other institutions. For example, Erin, a faculty member, stated, “So, we'll go to an expert…and just kind of learn by watching their analysis of that information as best I can...So, kind of learning how to think through the methodology of a particular project, and the steps that we should go through to have a valid research process.”

The next set of themes conveyed the barriers and challenges the participants faced when conducting qualitative research in pharmacy education. Three barriers and challenges were found. First, participants noted how their lack of training and limited exposure to qualitative research presented a “barrier to entry” to considering and/or conducting qualitative research. Another pharmacy education researcher, Roberta, stated, “Nowhere in our pharmacy education, at least nowhere in my pharmacy education, did we talk about qualitative research.” Participants noted that quantitative approaches (eg, clinical trials) were primarily emphasized during their pharmacy training. As expressed by faculty member Armando, “I'm more comfortable with quantitative because I was trained…to do quantitative types of research.” However, participants did express that increased training and exposure to qualitative research, and greater access to colleagues with such expertise would be helpful in increasing their understanding of the value of qualitative research. As Erin explained, “If we became more familiar with how to do qualitative research and understand it, then…we would probably become more accepting of it.”

The second barrier identified by the participants included a variety of challenges surrounding recruiting participants, data collection, and data analysis. Concerning recruitment and data collection, participants described difficulties including managing the logistics of scheduling interviews and focus groups, as well as the time needed to collect qualitative data. Evelyn, a graduate student, stated, “I think it's challenging to recruit participants because you're asking for a fairly significant amount of their time... I think one of my biggest barriers, number one, is just feeling comfortable asking people for their time...Then, number two, finding participants who are willing to give up their time.”

Participants in this study also discussed challenges related to the data analysis process. Spencer, a faculty member, stated, “[Qualitative research] generates a lot of data, which is good but that's also a disadvantage in that then you've got to analyze that data.” Erin expressed similar concerns related to analyzing qualitative data: “It's harder to access the information and process it. In clinical research, it was very easy to download 100 patients' hemoglobin A1Cs and rapidly get that into an average with means and standard deviations, and run T-tests on them, and all of that kind of stuff. I think the barrier, [or] onus, of [conducting] qualitative research is processing large amounts of information.” Issues related to analyzing qualitative data included converting audio-recorded interviews into transcribed text, and securing the funds to pay someone or a service to transcribe the recordings. Some participants, such as Mark, a resident, noted that funding for interview transcription within qualitative research projects was scant, “… I just begged to get funding for transcription...even when you collaborate with faculty, I think some of them don't really have research money, and that can be difficult. So, I think if there [were] a pool or something that we could apply for that would give the resources and funding, it [would] make it a lot easier. Because there is a lot of work ahead to transcribe that data, analyze it, [and get the paper submitted to] the journal.”

Lastly, participants expressed issues concerning the acceptability, perceived value, and lack of appreciation for qualitative research in pharmacy education. These concerns triggered apprehension for those considering qualitative approaches and served as a barrier to publication for scholars who frequently used the approach. Carmen, a graduate student, stated, “In the pharmacy world, when I’ve tried to conduct qualitative research, I feel this insecurity for legitimacy… I have to make it look more like quantitative methods for it to be accepted.” The participants expressed that qualitative research was open to more scrutiny than quantitative approaches and was perceived to be considered less scientific than quantitative approaches, which may impact the legitimacy of qualitative research in pharmacy education. One faculty member, Spencer, described the divide between quantitative and qualitative approaches as a “paradigm war.” Kelly noted that formal training might contribute to the acceptance and perceived value of qualitative approaches: “because we're not trained formally in qualitative methodology, there is less acceptance of it.”

Because of perceptions of the acceptability and value of qualitative approaches, participants expressed that it has been difficult to get qualitative research projects accepted for publication in prominent pharmacy education journals and at pharmacy education conferences. The participants communicated that, in some instances, reviewers had questioned the veracity of [their] work,” “wanted to see numbers (instead of words),” and had limited understanding of qualitative research data collection and analysis. Participants also noted that challenges existed in determining the best approach to present their qualitative work through manuscripts. Roberta discussed the challenge of writing as a qualitative researcher: “Qualitative researchers have to be really prolific writers, and describe and tell stories, and paint the picture, and describe the meanings behind what [their] participants are telling [them] or showing [them].” Participants also noted that the jargon used in qualitative research compared to that used in quantitative research might contribute to qualitative approaches not being understood by readers.

The final themes summarized participants’ views of the benefits of employing qualitative research in pharmacy education. Three benefits surfaced from the interviews. First, the participants discussed how the exploratory nature of qualitative research affords an opportunity to investigate a variety of topics in which little to no research exists. The researchers noted that the landscape of pharmacy education is changing. For example, Evelyn stated, “I think our field has a lot to offer, especially because it's evolving right now… I think capturing it via qualitative methods is …very valuable. In light of the ongoing transformations to pharmacy education and practice, participants expressed that different perspectives might be needed to explore unknown topics. As Sylvia, a faculty member, expressed, “I think [qualitative approaches] gives us a different way to look at some of the things that we're doing on the educational side of things, that we haven't had before. I think it's a different way to communicate... those findings, that information. I think there's a need for it...[We may] gain some information that will help us do things moving forward.”

The second benefit noted by participants was that qualitative approaches could be employed to answer complex questions that quantitative methods may inadequately address. Verna, a faculty member, noted, “I think a lot of the questions that we need to ask can't be answered quantitatively. I still come to this with a bias that quantitative research answers some questions better than qualitative research can, but there's definitely a place for qualitative research….” Similarly, another participant shared their reasoning for employing qualitative approaches: “It's been pretty clear that multiple questions can't be answered quantitatively, so that's why I'm branching out into qualitative research.” However, participants also noted how qualitative and quantitative approaches could be combined (ie, mixed methods) to provide a holistic view of a research problem. Verna explained that she saw qualitative research as a type of precursor that would lead to other questions that could be answered with quantitative research. “I see the two go kind of hand-in-hand because pharmacists like numbers. Let's face it; they want to look at the numbers, too. But I see that qualitative research has the potential to inform the quantitative research and maybe help expedite or progress that area of pharmacy education research as well.” The final benefit expressed by the participants was that qualitative methods provide greater depth of inquiry via the collection of “rich” data. For example, Erin, a faculty member, noted that qualitative approaches afford an opportunity to “put a human touch on your study” and hear the voices of the participants.

The purpose of this study was to explore pharmacy education researchers’ experiences and perceptions of qualitative research. Several themes were found presenting opportunities for the Academy to address gaps in the preparation of researchers in or entering the field. The first two themes reflected the dichotomy of training experiences. Just as faculty members are rarely formally trained to teach, they also are unlikely to be formally trained in qualitative methods, or educational research broadly. Thus, faculty members often seek out professional development to learn these desired skills, which may be problematic for those members with limited resources or insufficient opportunities. This is especially noteworthy considering that researchers (ie, humans) are the “instruments” in qualitative research. 10,15 As Kuh and Andreas stated, “The integrity of qualitative data depends on the competence of the data collection instruments—human beings. That is, the data are only as good as the qualifications of the inquirer.” 15,16

While it may be challenging for faculty members to obtain formal training in qualitative methods, the pharmacy education academy has expanded its offerings in recent years. For example, the Journal will release a special-themed issue on qualitative research to provide frameworks and resources and has previously published similar work. 1 Additionally, the American Association of College of Pharmacy has sponsored presentations at various conferences regarding qualitative research. 17,18 Further, in 2014, the Journal of Academic Medicine , published standards for reporting qualitative research, 4 and in 2011, the Journal of Graduate Medicine published a series on qualitative methods. 19

Like other faculty development models, a mentoring model or community of practice may also be appropriate to help develop qualitative research skills. In fact, some pharmacy education researchers included in the study expressed a need for such mentoring and suggested that increased exposure, training, and understanding of qualitative research may increase its value and acceptability in pharmacy education. This mentoring could be formed through schools and colleges of pharmacy partnering with qualitative research experts within their institutions (ie, schools of education, psychology, etc.) and with national organizations or research consulting firms.

Because faculty members may not have read a substantial number of qualitative research studies and have no formal training in this area, they may be more averse to engaging in this approach. This is consistent with self-determination theory, where self-efficacy is a driving force of motivation. 20 This barrier can be addressed in two ways. The first is increased training through the methods mentioned previously. The second is to increase the presence of qualitative research in educational publications read by pharmacy educators. Providing model papers reinforces the appropriate methods and rigor of qualitative research. Journal editors could play an important role here by recognizing and selecting these quality papers for publication and subsequently promoting the works.

Participants also discussed the acceptability or appreciation of qualitative research. Most pharmacy educators are more familiar with quantitative methods. Thus, the lack of appreciation for qualitative approaches may result from an inadequate understanding of the underpinnings of the methodology, which may be linked to the lack of training and exposure to the approach in pharmacy education. 21,22 This issue could be addressed by having better examples within the literature of qualitative methods and manuscripts that use qualitative methods to “close the loop” on research questions.

When discussing barriers, participants cited the process of conducting the research. One challenge was time, specifically, the time researchers must spend recruiting participants, and collecting, transcribing, and coding the data. According to Archibald and Munce, when conducting qualitative research, recruiting participants “is often the most challenging and resource intensive aspect of a study.” 23 Frequently, researchers misjudge the amount of time needed to recruit participants as well as the participants’ interest, availability, and eligibility to participate in the study. 23 Perhaps this is not only an issue for qualitative research but also recruiting participants for educational research projects in general. However, in qualitative research, the logistics and time surrounding participant recruitment and data collection (eg, interviews, focus groups) are especially problematic if researchers fail to anticipate challenges and consider options to address these challenges. 23 Archibald and Munce review some of the potential challenges and outline several strategies to employ: designate a member of the research team to lead recruitment efforts; create a recruitment protocol with clear instructions, aligning recruitment strategies with the participant sample (eg, different strategies will be needed to recruit faculty vs students vs patients); anticipate prolonged engagement with the study site and gatekeepers prior and during recruitment to build trust; and provide incentives for participation. 23

According to Harper and Kuh, qualitative data analysis are often perceived to be “labor intensive and cumbersome.” 15 Not surprisingly, some participants with formal qualitative research training identified this as a barrier. Such feelings are amplified for those participants delving into projects with little to no formal training. To alleviate such challenges, some participants noted that they sought the qualitative research expertise of their colleagues. Using a collaborative, team-based approach may decrease the time needed to analyze data (ie, increase efficiency) and enhance meaning-making. 15 However, employing a team-based approach is not without challenges. When developing teams, it is important to be thoughtful about roles, responsibilities, and expectations and have consensus on managing and analyzing the data to increase productivity. 24

The participants described several benefits of qualitative research. The benefits centered around the richness of the data, the ability to answer questions for which quantitative approaches may not be best positioned to answer, and the exploratory nature of qualitative research. As stated by Givens, “The term rich data describes the notion that qualitative data and their subsequent representation in [a] text should reveal the complexities and the richness of what is being studied… In short, rich, thick description builds on rich data to grab readers, giving them a sense that they are there, experiencing what the researcher is representing.” 25 Much of the educational research conducted in pharmacy education centers on people (ie, learners, trainees, faculty members, and/or patients). Conveying their experiences using rich data may provide valuable context and perspective, 26 and help to inform decisions and policies made to improve educational outcomes. Participants also mentioned how employing a mixed method approach may allow for a more holistic picture of a problem. In some instances with mixed methods approaches, qualitative data may inform a quantitative approach. For example, after analyzing qualitative data, a survey could be developed to capture a broader audience’s opinions. Conversely, a qualitative approach may follow quantitative approach to delve deeper into the “how” and “why” of the data.

While our work provides key information to propel the dialogue more work should be done to explore the barriers to entry into, challenges with conducting with, and the benefits of qualitative research. Considering the aforementioned, we offer suggestions for future research to provide a deeper and more holistic understanding of these phenomena. For example, the themes emerging from our data may provide a framework for a researcher to sample a larger number of educational researchers via a survey or mixed methods approach to find keys to success and best practices among those who have been successful in conducting qualitative research. There are limitations in this study that should be addressed in future research. Specifically, the study focused on the experiences of a variety of pharmacy educators including faculty members, students, and residents. However, the majority of participants in this study were faculty members. Thus, future studies may consider delving deeper into the experiences of students and residents. As trainees, understanding their perspectives and knowledge of qualitative approaches and research training experiences could provide key insight into what is needed to prepare the next generation of scholar-practitioners.

Despite the increasing application of rigorous qualitative approaches in many health professions fields, qualitative research remains mostly underutilized in pharmacy. In this study, we interviewed 19 pharmacy education researchers and cataloged their perceptions of and experiences with conducting qualitative research. Our findings provide empirical evidence to the anecdotal dialogue that has long existed in pharmacy education to explain why some researchers are hesitant to conduct qualitative research, the challenges encountered by those who employed qualitative approaches, and the benefits that qualitative approaches provide. The findings from this study are especially useful in pharmacy and pharmaceutical sciences as the need to address complex problems intensifies in a rapidly evolving environment. Whether as a standalone method or combined with quantitative approaches, qualitative approaches may provide a suitable solution to advance pharmacy education research.

Appendix 1.

Themes and Participant Quotes From Interviews Regarding Views on Qualitative Research

Pathway Programs

The UT Austin College of Pharmacy aims to cultivate a culture of acceptance and support within our college and the communities we serve.  The programs below demonstrate a commitment to providing a supportive and collaborative approach to student and trainee success by creating greater opportunities for individuals from first-generation and/or low-income communities.

PEPP Camp - Project Engage Pharmacy Program

Leader - a summer undergraduate research program, boot program - building our own talent.

• Provost's Early Career Cohort Postdoctoral Program

The UT College of Pharmacy recently held its fourth Project Engage Pharmacy Program (PEPP) Camp. First-generation students with an interest in the health professions or biomedical sciences were invited to apply. Selected participants immersed themselves in Longhorn life on the Forty Acres: bunking in dorm rooms, visiting cultural centers, and enjoying 'Phamily' dinners.

The focus of the three-day camp is to explore the diverse field of pharmacy and all that UT Pharmacy has to offer. This includes visits to different types of pharmacy practice environments, getting hands-on and behind-the-scenes tours of the College of Pharmacy facilities and learning from practicing pharmacists and current pharmacy students. Faculty and staff provide peer-to-peer mentorship and skill-building opportunities including admissions processes and requirements sessions, resume and CV review seminars and an “Interview Day” simulation.

The LEADER program at The UT Austin College of Pharmacy will provide rising junior or senior undergraduate students from Texas’ historically black colleges and universities (HBCUs) and Hispanic serving institutions (HSIs) the opportunity to receive on-site high-quality “hands on” laboratory experiences and technique instruction and gain fundamental research skills in a nine-week on-campus experience.

Participating faculty mentors come from several of the college’s divisions and have  demonstrated  experience  training  and  mentoring  undergraduate  students.  Importantly,  this  program  provides  student  mentoring  and  coaching  from  the  Director, Dr.  Rana  Ghosh,  Associate  Professor,  as  well  as  Dr. John Richburg, who serves as the Associate Dean of Research and Graduate Studies. Several invited presenters provide information on various professional development and career topics such as Best Practices for Graduate Program Applications , to help guide the participants along their personal career explorations. At the conclusion of the summer program, each student presents their work in a poster session held on campus.

View the agenda from the 2023 LEADER program .

Participant Experiences

“The support system is phenomenal. I never felt overwhelmed or like okay I need to figure this out on my own. I’ve always had people to talk to and address any concerns I’ve had so in that aspect I think it’s a 10/10.”  

“I would say my   leader   experience was pretty great. I would say this internship was one of the   top   ones I’ve seen compared to other internships I’ve heard about. It's very supportive. It's very helpful to those who are struggling financially, so I definitely think it’s something I can do without having to worry about any outside factors.   So   I’d   say  the   leader   program   is a great support system that gives   you   great connections for whatever   you   need in the future.   So   I would say this   leader   program   has definitely changed a lot for me.”

“I came here like oh I am going to get my first research experience without thinking much about it. Originally, I was going to do Pharm.D. to Ph.D. program, but now I changed to just doing Ph.D. as well.” 

In 2021, the College of Pharmacy launched the Building Our Own Talent (BOOT) program designed to provide mentoring and support for trainees associated with the college. The program and the college embrace the notion that innovation and discovery thrive in an inclusive culture that values diverse ideas. The main goal of the BOOT program is to increase the recruitment, retention and preparation of trainees from all backgrounds—for an academic career in the pharmaceutical sciences.

This year, the college welcomes  Amaka Epoh and  Jailen Doyle to the pharmaceutical sciences graduate program. These two fully funded graduate research assistant (GRA) positions were established to annually support recruitment of students into graduate programs in either pharmaceutical sciences or translational sciences. These GRA positions provide a generous 12-month stipend plus paid tuition for the first academic year.

Applications for the BOOT Program will open in Spring 2024.

Learn more about our 2023 BOOT Program Scholars .

Read about our previous BOOT Program Scholars: 2022 BOOT Program Scholars 2021 BOOT Program Scholars

Provost's Early Career Cohort Postdoctoral Program

The UT Austin Provost’s Early Career Fellows program could be an ideal fit for early career researchers, postdoctoral fellows, or graduating  Ph.D. students interested in pursuing an independent academic career in the pharmaceutical sciences. Competitive candidates will have outstanding scholarly records. The College of Pharmacy has designed a three-year program where fellows will be mentored in all of the different dimensions that make an assistant tenure-track professor successful. Major research areas of our program are: 

• The discovery of the underlying mechanisms of disease
• Drug discovery and delivery optimization to treat disease
• Health outcomes and policy

The funding package that fellows receive includes a competitive stipend, fringe benefits, relocation funds, travel funds and discretionary funds to enable the professional development of the candidate.

The College of Pharmacy's current fellows are Dr. Kevin Uribe and Dr. Dan Smelter .

Learn more about the program at the Provost's website .

Learn more about our current Provost's Early Career Cohort Fellows .

• Partnerships

Bouvé Health Equity Interns Present Research at 2024 RISE Exp o

Related topics.

• Institute for Health Equity and Social Justice Research

Health Equity Interns from Bouvé College’s Institute for Health Equity and Social Justice Research presented their research and creative projects at the 2024 RISE Expo.

Northeastern’s RISE, Research, Innovation, Scholarship, Entrepreneurship, allows undergraduate and graduate students to share their work and present live alongside their research mentor.

“I am proud and excited to highlight the terrific work our Health Equity Interns (HEIs) in the Institute for Health Equity and Social Justice Research (IHESJR) are presenting at RISE today. This work is possible through the institute’s leadership, faculty/staff-student mentorship, faculty scholars, community partners, and a robust network committed to advancing NU’s mission,” said Carmen Sceppa, MD, PhD, FGSA, Dean, Bouvé College of Health Sciences.

Congratulations to all who presented at this year’s RISE Expo:

Presenter: Ashley Varghese Research Mentor: N/A Poster Title: “The Effects of Context on Sociability in the BTBR Mice” Poster Number: 44

Presenter: Alyxandria Carmichael Research Mentor: Amanda Choflet Poster Title: “Determining Quality Outcomes for a Community Health Worker Program in Guatemala” Poster Number: 194

Presenters: Avery Melam, Chloe Strawn, and Ariana Bhimani Research Mentor: Dr. Lorna Hayward Poster Title: “Adaptive Sport Involvement by Adults with Disabilities: Experiences, Fitness, and Health Outcomes” Poster Number: 232

Presenters: Sowon Park and Jacqueline Kieran Research Mentor: Dr. Aleksandra Jakubowski Poster Title: “How Do Adolescents Learn About Sexual Health?” Poster Number: 11

Presenters: Brandon Nguyen and Jasminder Sarkaria Research Mentor: Dr. Katherine Hazen Poster Title: “ACE Knowledge and Help-Seeking Behavior in Sacramento County: Implications for Community Intervention” Poster Number: 467

Presenter: Mitchell Goldberg Research Mentor: Dr. Emily Mann Poster Title: “Evaluating Harm Reduction Training Programs in Schools of Social Work: Connection to Healthcare” Poster Number: 385

Presenter: Vivian Lin Research Mentor: Dr. Nasim Ferdows Poster Title: “Comparing Rural and Urban Stroke Mortality: Unveiling the Impact of COVID-19” Poster Number: 395

Presenter: Timothy Martin Research Mentor: Miki Hong Poster Title: “Tobacco Control: Marrying Public Health and Urban Planning” Poster Number: 411

Presenter: Riven Gao Research Mentor: Dr. Chieh Li Poster Title: “Cultural Analysis of Meditation Music for Asian/Asian-American Students” Poster Number: 408

Presenter: Lucy Ly Research Mentor: Dr. Shan Mohammed Poster Title: “The importance on students belongings in first year seminar” Poster Number: 69

Presenter: Vivian Zhao Research Mentor: Dr. Sara Carr Poster Title: “Historic Epidemics: Cholera in 19th-Century New York City” Poster Number: 191

Presenter: Savion Thompson Research Mentor: Dr. Shan Mohammed Poster Title: “A Student’s Sense of Belonging: Introductory Weeks of College” Poster Number: 203

Presenter: Anna Gorham Research Mentor: Dr. Danielle Crookes Poster Title: “Comparing 287(g) Policy Enactment and Enforcement in the United States” Poster Number: 518

Presenters: Rosa Hahn and Helen Ji Research Mentors: Dr. Beth Molnar, Daphney Mirand, and Megan Souza Poster Title: “Integration of Early Childhood Mental Health into the Child Welfare System” Poster Number: 526

Student: Chloe Mak Research Advisor: Dr. Alisa Lincoln Title: “Public Demands versus Accessibility of Mental Healthcare: A Community-Driven Evaluation of ACEs” Poster number: 536

Presenter: Krista Caasi (former HEI) Research Mentor: Dr. Tiana Yom Poster Title: “Bilingual Evaluation of an Intergenerational Technology Education Program in Boston” Poster Number: 233

Presenter: Benjamin Orbach Research Mentor: Dr. Aleksandra Jakubowski Poster Title: “State Level Attributes Associated with Variation in Adolescent Birth Rates” Poster Number: 54

Presenters: Madison Haywood, Krystal Abbott, and Joud Rai Research Mentors: Dr. Katherine Hazen and Elaine Marshall Poster Titles: “Educating the Judiciary on Social Drivers of Health: Program Evaluation” (in-person) and “Intergenerational Mentorship in Evaluating a Judicial Program” (virtual) Poster Number: 142

Presenter: Fiona Wallace Research Mentor: Dr. Aleksandra Jakubowski Poster Title: “Impact of Adolescent Pregnancy on Socioeconomic Functioning in Western Kenya” Poster Number: 326

Presenter: Laysa Dutta Research Mentor: Dr. Idia Thurston Poster Title: “Impact of Concordance Between Parent-Child Dyads on Reports of Youth Social Competence” Poster Number: 310

Presenter: Sophie Dugré Research Mentor: Dr. Shan Mohammed Poster Title: “Implicit Bias in Healthcare: Interventions to Promote Health Equity” Poster Number: 275

Presenter: Prachi Thakur Research Mentor: Dr. Shan Mohammed Poster Title: “Mitigating Barriers to Health Equity for Deaf and Hard-of-Hearing Patients” Poster Number: 377

Presenter: Noah Brenman Research Mentor: Dr. Nasim Ferdows Poster Title: “Dementia Disparity: A Rural Analysis” Poster Number: 245

Presenters: Srinithya Panamgipalli and Christina Anurum-Anyanwu Research Mentor: Dr. Nasim Ferdows Poster Title: “Access, Quality, and Care: An Analysis of Social Disparity in Time-Sensitive Conditions” Poster Number: 148

Presenters: Katherine O’Brien and Julia Papasodoro Research Mentor: Dr. John Olawepo Poster Title: “The Links between HIV, Climate Change, and Sexual and Gender Minority Populations” Poster Number: 94

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