Engaging pharmacy students in research and course coordination through a clinical research design elective

Abstract Introduction Despite accreditation standards requirements, structured research training is generally lacking in most Doctor of Pharmacy (Pharm.D.) programs. Studies demonstrate that participation in high‐quality research experiences increases learners' interest and engagement in lifelong scholarship. Objective The purpose of this study was to evaluate the impact of a novel Clinical Research Design elective modeled after the American College of Clinical Pharmacy (ACCP) Clinical Research Challenge (CRC). Methods In 2020, a Clinical Research Design elective was developed that consists of three modules (journal club presentation [JCP], letter of intent [LOI], research proposal [RP]) that emphasize team‐based, project‐oriented assignments, utilize peer evaluation, and incorporate student course coordinators (SCC). We compared student performance on major assignments (primary outcome) over time and by grader (faculty coordinators vs. SCC). As part of our continuous quality improvement (CQI), we also surveyed subgroups of students enrolled in the course (Spring 2022) and SCCs (2020, 2021) to evaluate their perceptions of the course. Results Between 2020 and 2024, 104 students completed the course. Mean group scores for the JCPs (89.7 ± 4.7%), LOIs (75.6 ± 7.1%), and RPs (83.3 ± 5.0%) did not differ significantly over time. For each assignment, scores assessed by SCCs were significantly higher than those of faculty coordinators, ranging from 2.1% (JCP) to 14% (LOI, RP) higher. A subset of 16 students responded to the CQI survey; 11 following completion of the course indicated their confidence was highest for literature evaluation, JCP, RP development, and LOI development. Four (66.7%) SCCs who responded to the CQI survey indicated they were satisfied or very satisfied with their roles. Conclusions The Clinical Research Design elective, incorporating team‐based, project‐oriented assignments, peer evaluations, and SCC, effectively developed students' research skills and confidence and provided SCCs with hands‐on experience in academia.