Papers by Rosalyn Vellurattil
Currents in Pharmacy Teaching and Learning, May 1, 2014
ABSTRACT Background A capstone research project requirement was completed by fourth-year professi... more ABSTRACT Background A capstone research project requirement was completed by fourth-year professional students at this college during the 2011–2012 school year. Objectives To (1) ascertain the students’ perceived value of research in a Doctor of Pharmacy program; (2) assess students’ attitudes regarding level of guidance and preparedness during the research project; and (3) evaluate the perceived impact of the program on students’ research abilities after completion. Methods An anonymous survey was administered to graduating professional students. This survey consisted of 18 multiple-choice items (progressive Likert-type scales with ten response options and close-ended) and an additional section for comments. Data were analyzed using PASW version 18.0. Results Ninety-two percent (n = 65) of students completed the survey. The majority (76.9%) are entering entry-level positions, while 13.78% are pursuing residency/fellowship training. The overall response mean for students’ perceptions of the importance of research-related activities in their PharmD education was 2.9. The response means for guidance from mentors and preparedness received in the curriculum was 3.1 and 2.4, respectively. Overall, the majority of students felt that they are able to present a research poster at a local or national meeting and write a research manuscript in the future (69.2% and 72.3%, respectively). Conclusions This study demonstrated that graduating fourth-year students in this new pharmacy program do not believe research is an important component in the PharmD curriculum. While the students feel that they are prepared to participate in scholarly activities, their perception of the value of performing research was not important.
The American Pharmacists Association eBooks, Jan 25, 2021
The American Journal of Pharmaceutical Education, Feb 1, 2018
Objective. To determine pharmacy students' impressions of their faculty's interactions with diver... more Objective. To determine pharmacy students' impressions of their faculty's interactions with diverse student and patient populations. Methods. Three student focus groups were convened. Eighty-four page transcripts were coded, and emergent themes were identified by qualitative analysis. Results. Students defined diversity as multidimensional beyond traditional categories. Emergent themes were faculty awareness or lack of awareness of cultural diversity, disparate cultural perspectives and preferences within student groups, teaching/learning approaches to prepare students to be more culturally competent, and student group dynamics. First-and second-year students emphasized student-to-student interactions, while third-and fourth-year students emphasized a lack of preparation for the realities of contemporary practice based on instructional methods. Conclusion. Students perceived the majority of their pharmacy faculty to be culturally sensitive and aware, but microaggression and discrimination from faculty and student peers were experienced. Study implications can potentially improve curricular offerings, cultural awareness of faculty and students, and care to diverse patient populations.
The American Pharmacists Association eBooks, 2015
Pharmacy Education, Aug 1, 2018
Chicago State University College of Pharmacy introduced the capstone project in 2011 as a require... more Chicago State University College of Pharmacy introduced the capstone project in 2011 as a requirement of the Doctor of Pharmacy degree. The objectives of this study were to assess faculty perceptions of: 1) the value of research in the students' success in a pharmacy degree programme; 2) the students' level of preparedness to complete the project requirements; and 3) the students' ability to complete research projects in their future career. A 35-item survey instrument was administered to 23 capstone mentors to elicit their perceptions regarding the programme and research as it relates to a pharmacy degree. Mentors agreed it was important for students to participate in (n = 15) and demonstrate excellence (n = 11) in research activities. Respondents (n = 12) indicated that students were not adequately prepared by the didactic curriculum and that additional preparation may be necessary to conduct research independently in the future.
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Papers by Rosalyn Vellurattil