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THE UNDERGRADUATE RESEARCH PROJECT: EVIDENCE FROM THE 2004 TEACHING, LEARNING AND ASSESSMENT STUDY
Keith Wilson*, Jill Jesson**, Chris Langley*, Laura Clarke* 
School of Pharmacy* and Aston Business School** Aston University, Birmingham B4 7ET
k.a.wilson@aston.ac.uk

Introduction 
In 2004 the Pharmacy Practice Research Trust funded research on teaching, learning and assessment in UK Schools of Pharmacy (SOP). The aim was to map and document current programmes in the 16 old SOPs, just on the cusp of change when several new Schools of Pharmacy were starting. This paper describes one element of the teaching and learning experience in the undergraduate pharmacy programme, the compulsory final year research project. A "significant" research project is a requirement of the EU directive on pharmacy education and is a pre-requisite for approval of a UK degrees by the Royal Pharmaceutical Society of Great Britain (RPSGB). 

Method 
The study design allows comparison across three datasets:

  1. Quantitative course document review
  2. Qualitative interview material
  3. Quantitative student self completion survey

All 16 SOPs have provided a set of their undergraduate course documentation for the year 2003/4. During the summer 2004, semi-structured interviews were undertaken with representatives from 15/16 schools, usually including the programme leader. In November 2004 a self completion questionnaire was administered, using a pragmatic mixture of methods, to all current fourth year undergraduates (n=1850). 

Results 
Analysis of the data is ongoing and will be completed by March 2005. Results will be presented from each of the three datasets using the following framework: 

a) Course Document Review: the research project will be analysed under 12 criteria which include the time allocated to the project, its contribution to the overall degree qualification, the teaching and learning strategy and the method of delivery.

b) Face-to-face interviews: analysis will summarise the variations in approach to the project and the current challenges in delivering the project and in meeting the accreditation requirements. Key issues that have been identified are: formal research methods training, group work, external collaboration, project allocation, ethical approval, cohort size and ethical approval, supervisory capacity and capability.

c) The self completion survey included three questions relating to projects:

  1. How important do you think it is that there should be a research project?
  2. Was there was enough choice in terms of the research project topics?
  3. Did your training in research methods provide a good foundation for your research project?
    4.

Discussion 
This is ongoing research. The presentation will cover methodological issues and key findings. 

References
  1. Royal Pharmaceutical Society of Great Britain. Accreditation of UK Pharmacy Degree Courses. London: RPSGB, 2002
Presented at the HSRPP Conference 2005, Reading