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Engaging Pharmacy Students in Research Through Near-Peer Training
Benjamin J Lee1, Nathaniel J Rhodes2,3, Marc H Scheetz2,3
1University of California Irvine Health, Orange, California.
American Journal of Pharmaceutical Education
|January 6, 2018
Summary
Near-peer teaching in pharmacy programs enhances student research skills. This model, supervised by mentors, successfully developed teaching abilities and research competencies, leading to numerous presentations and publications.
Area of Science:
- Pharmacy Education
- Translational Research
- Mentorship Models
Background:
- Student research programs are crucial for developing future scientists.
- Effective training models are needed to foster research competencies in pharmacy trainees.
- Near-peer teaching offers a structured approach to mentorship.
Purpose of the Study:
- To describe the implementation and outcomes of a near-peer training model in a pharmacy student research program.
- To evaluate the model's effectiveness in developing teaching skills and research competencies.
- To assess the impact of near-peer mentorship on trainee development.
Main Methods:
- Implementation of a near-peer training model within a pharmacy student research program.
- Senior pharmacy learners precepted junior learners under research mentor supervision.
- A three-step teaching process: task performance, senior learner guidance, and mentor feedback.
Main Results:
- 43 pharmacy trainees participated, with 15-18 students annually.
- The program facilitated nearly 100 poster presentations and over 20 peer-reviewed manuscripts.
- Secured intramural grants and scholarships for trainee support and conference participation.
Conclusions:
- Near-peer teaching effectively supports a tiered research model under mentor supervision.
- This strategy promotes the development of essential research competencies in pharmacist trainees.
- The model is a promising approach for colleges of pharmacy and health systems establishing or enhancing research programs.
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