Improving pharmacy professionals’ research capability and confidence: evaluation of a national e-learning course

Abstract

Abstract Introduction In 2023, the Royal Pharmaceutical Society (RPS) launched nine collaborative e-Learning modules funded by the National Institute for Health Research (NIHR)1. The modules cover qualitative and quantitative research methods, how to critically analyse evidence, research ethics, research funding, and publishing research findings. The content was designed to improve pharmacy professionals’ research capability and confidence. Aim Eighteen months following the final module’s launch, this evaluation aims to analyse module uptake and user feedback to assesses the impact of the modules on pharmacy professionals’ self-reported research confidence and determine what improvement can be made. Methods All module feedback surveys had the same thirteen questions, focussing on learners’ confidence engaging with research and their thoughts on the length and interactive aspects of the modules. Open-text questions gathered qualitative data on how organisations are supporting research activity and their barriers to undertaking research. E-Learning module data, including number of users, module scores, and feedback survey responses, were exported to Microsoft Excel. Quantitative data was analysed using descriptive statistics and open text feedback were themed. Ethical approval was not required as this is a service evaluation. Results As of 06 June 2024, 835 users have enrolled in the RPS’ Research Learning Programme for Pharmacy Professionals course. Module 1 (Introduction to Research) had the highest learner numbers at 567, whereas module 5 (Quantitative methods – data collection and analysis) had the lowest at 49. Average modules scores range from 81.87% for module 3 to 93.73% for module 5. Users’ confidence conducting research noticeably improved after completing the eLearning. The whole course average saw users who rated their confidence engaging with research as “confident” or “strongly confident” raise from 29% to 60% after completing the modules. A mean of 60% of users believed the expected length; however, this value varied, with the lowest value being 48% for module 4 (Research methods – an overview). 96% of all users found activities useful to reinforce learning, and 95% reported that quizzes were "somewhat useful” or “very useful” for testing their understanding. Across all modules, 77% of users shared they would recommend the eLearning to a colleague. This value varied between modules, with the highest being 85% for module 1, and the lowest being 72% for modules 6 and 9. The open-text questions gathered valuable qualitative data. The positive feedback highlighted that users like the interactive format and that the content level was appropriate. However, noted areas for improvement were that the lack of in-module quiz feedback and a measure of success which isn’t self-assessment. Time, staff shortages, and funding were the primary barriers to undertaking research in users’ current roles/organisations. Conclusion The Research Learning Programme for Pharmacy Professionals has been reported by those who completed it to improve their research confidence, and more than three quarters would recommend the e-learning course to others. Further effort is ongoing to further disseminate the eLearning course, and to communicate the importance of understanding all aspects of research to research-active pharmacists, or those that wish to be. Reference 1. Course: The Royal Pharmaceutical Society Research Learning Programme for Pharmacists and Pharmacy Technicians | NIHR Learn. https://learn.nihr.ac.uk/course/view.php?id=1008.