Abstract
There is a dearth of research on the undergraduate research training provided to pharmacy students. We aimed to identify and provide examples of effective pedagogy in teaching research and evidence-based practice (EBP) to undergraduate pharmacy students. In conjunction with the professional competency standards for pharmacists, a review of the pharmacy workforce needs and the relevant pedagogical literature, a range of evidence-based approaches for selecting unit content, teaching and assessment strategies was identified. The authors reflect on the evidence and their multidisciplinary experiences in developing curriculum to demonstrate how pharmacy students can be engaged in deep learning rather than surface learning. Effective pedagogy in research training for pharmacy students will ultimately improve the quality of pharmacy education and the use of EBP principles in practice.
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