Undergraduate Research in Pharmacy: A Case Study

about halfway through a course I realized that the students really wanted to engage in this more and so I thought well we should have done or actually said to them we should have done an article and submitted for a journal publication instead of doing a another assignment and so the week after they came back and asked well can we actually do that and so I said at that point yes as long as we have all the buy-in and so the grand total six students had to buy in and so from that point our focus really turned on to trying to put together some type of abstracts that then we could ask a journal this is something that they were interested in and they came back and right away said yes they would like something around the area of marketing and how it applies to pharmacists and kind of some some key points and so with that then the students and i met in classroom time and then outside and we also discuss things and how they could proceed and so the students met quite a bit outside of the class on this and then they would send me drafts and and i would provide my feedback and then back and forth and so we then submitted it for publication of beginning december and I informed them the process and early January received a confirmation from the journal that we indeed had been accepted for publication but minor revisions and so with that I sent the revision comments and kind of reviewer comments to the students and so that they got to see the whole process of what involves to get a peer-reviewed article published the one thing I wasn’t expecting is that a lot of students found that feedback very helpful and they agreed with the comments and saw how it could really enhance the the manuscript itself and so with that we resubmitted it with the minor revisions and it was accepted for publication so those six students are now stuck with myself on an article the will be published in the Canadian pharmacists journal in the maid jun 2015 so this is really a organic process that worked because of the students and that they were engaged they were different group of students because they actually saw how the class had a pragmatic approach and how it really applied to the practice site that they will be going into soon and so with that I think it’s they’ve really taken ownership and even though the course is done they’re still work had to work on things and do the revisions and there was no complaints and equal participation how I would do this again is if it’s a larger course there’s the opportunity to perhaps break it up and so that you break them into groups of five people or so and then they each write an article on a different topic and submitted to myself and then I would review it and see if it should go forward the only problem with that is that some may not feel that they actually got adequate recognition if I didn’t say yes it should go forward and so that it really depends on the dynamics of the students and how engaged they are and and really it’s about realizing that everything that counts isn’t graded within a course and in their formal education and so that they can do something different and unique and innovative so that they can then move that forward into the practice setting and so I really think it’s about opening yourself up and being able to be flexible with the students and I think you can find a lot of information when you ask them what they would like to do within the academic environment realizing that there’s parameters that we can’t get around and that were university and university degree and so for that they have to follow certain protocols and so with that I would encourage anyone that feels comfortable to do that and I’d be happy to discuss it with anyone

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