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The Pharmaceutical Journal Vol 265 No 7114 September 16, 2000
Pharmacy Practice Research
Papers presented at the British Pharmaceutical Conference, Birmingham, September 10 to 13, 2000 pR77

Developing the research infrastructure in pharmacy practice

By Kay M. G. Wood, Jill K. Jesson and Keith A. Wilson

Introduction The Aston diploma in clinical pharmacy was designed for primary care pharmacists, who work in the multi-professional environment of medical practices. To equip them for future work in an evidence-based primary care environment, we included a compulsory module on health service research methods in the belief that undertaking a research project was key to the development of an understanding of research methods. We were aware of a lack of knowledge in research methodology, which was presenting itself as hostility to the module based on fear and a lack of confidence.
The aim of the present evaluation was to produce evidence to help in the development of the course and accompanying material, so that it is acceptable and meaningful to students.

Method A pre-course self-completion evaluation survey consisting of 15 questions was designed and piloted on colleagues and former diploma students. The post-course self-completion evaluation survey consisted of 23 questions.
The surveys were distributed to all 50 students currently on the diploma programme that is offered in two modes, a distance-delivered format (32 students) and a taught format with four intensive, university-based study days (18 students). Students were asked to give information on their background experience, self-rated confidence in research methods knowledge and in undertaking a small project. The post-course questionnaire covered their self-rated confidence and attitudes to the course and materials.
Because of small numbers, data was analysed manually and results have been presented as percentages.

Focal points

  • The Royal Pharmaceutical Society's research task force set targets for increasing practice research in pharmacy
  • Evaluation of a clinical diploma research module shows the low level of awareness and self confidence in pharmacy practice methods
  • Eighty per cent had not learned pharmacy practice research before and 68 per cent had not undertaken any research
  • The need for practice research was recognised to inform development of the profession
  • Results will inform development of evidence-based practice teaching

Results There was a 100 per cent (n=50) response to the pre-course questionnaire, 98 per cent to the post-course.
Before the course, a majority had not learned pharmacy practice research methods (80 per cent, 40) nor undertaken a health service research project (68 per cent, 34). After the course there were differences in attitudes of students on the two modes of the programme to involvement in future research.
A quarter of the complete group said they were "likely to undertake pharmacy practice research" but most were uncertain (51 per cent, n=25). There were differences between the two groups: more students on the taught course were uncertain (56 per cent, 10) compared with distance learners (48 per cent, 15).
Interest in greater involvement in practice research also varied: 28 per cent (five) taught students said they "would like to be more involved in practice research" in the future compared with 52 per cent (16) of distance learners. Yet more of the distance group (32 per cent, 10) did "not want to undertake practice research in the future" compared with taught (16 per cent, three). More of the taught group were uncertain about this 39 per cent (three) than the distance learners 10 per cent (three).
Students from both courses agreed that "the future development of pharmacy as a profession is dependent upon research into practice" (taught 78 per cent, distance 87 per cent). The key difference appears to be involvement in research compared with doing research.

Conclusion The findings of this one-year cohort, albeit small in numbers, help us to understand the research background of diploma students.
In terms of a research constituency it appears that there is still a long way to go before we can be confident that most primary care pharmacists can make a contribution to producing evidence based practice. Their skills may lie in joint working on projects where they do not have to take the lead.

Pharmacy practice group, Aston University, Birmingham B4 7ET

References