Survey of course curricula of graduate programs in social and administrative sciences

American Journal of Pharmaceutical Education, Summer 1998 by Barner, Jamie C, Desikan, Radhika, Plake, Kimberly S, Purkerson, Dana L, Et al

The majority of students obtained knowledge of the twelve methodology and statistics content areas through coursework (both within and outside of the department/ division) and practical experience/application. Table V reports the numbers and percentages of MS and PhD students indicating "yes" to the statements (there were a few missing values for each statement). As shown in this table, there were no significant differences between MS and PhD students who indicated that they have taken or will take courses within their department/division in the content areas listed. However, students differed significantly on their responses to where they took or will take courses outside of the department/division. Specifically, the differences were found for the following content areas: research design (MS=75 percent, PhD=93 percent), reliability (MS=77 percent, PhD=95 percent), validity (MS=77 percent, PhD=95 percent). survey research (MS=65 percent. PhD=88 percent) sampling (MS=70 percent, PhD=90 percent), and advanced statistics (MS=81 percent, PhD=94 percent). There were a few differences with respect to whether they obtained or would obtain knowledge for the content areas through coursework. Significant differences were found for research design (MS=94 percent, PhD=100 percent) and advanced statistics (MS=67 percent. PhD=94 percent).

Table VI reports frequencies of chairs` and students' responses on the importance placed on content areas. These content areas were viewed as strong to very strong (means>4.0) in importance by both chairs and students: research design, reliability, validity, survey research. sampling, introductory and intermediate statistics (Table VII). Advanced statistics was the only content area in which mean MS and PhD students' responses (3.6 vs. 4.1) were significantly different.

Graduate students and program chairs did not share the same perceptions with regard to the level of preparation in specific content areas provided by their respective programs. Graduate students perceived a lower level of preparation in the following areas: research design. reliability, validity. introductory and intermediate statistics, ethics, and grant writing (Table VIII ). Table IX reports the mean levels of preparation for the content areas as broken down for MS and PhD students. No significant differences were noted in their perceptions.

There was some consensus among programs with regard to graduate seminars. Ninety- six percent of students said their program offered a graduate seminar, and 39 percent reported that their program's graduate seminar was offered to students outside of the department. Eighty-five percent of the students reported that their seminar was held on a weekly basis, 6 percent on a semesterly/quarterly basis, and two percent on a monthly basis. Table X shows the mean frequencies of speakers and discussions used in graduate seminars for MS and PhD students.

An open-ended question was asked of students in the demographics portion of the questionnaire about their areas of research. Responses represented a wide variety of topics within the disciplines of social and administrative pharmacy and pharmacy practice. The largest portion of students (29.4 percent) claimed pharmacoeconomics or some aspect of that area (e.g., managed care, decision-making) as their area of research. Areas related to pharmacy practice, such as professional services, medication errors. communications and pharmacist issues are researched by 12.8 percent of the respondents. Another 12.8 percent are involved in or plan to do research in some aspect of consumer/patient behavior (e.g., advertising, compliance, self-medication). Eight percent reported outcomes or quality of life to be their areas of interest. Various aspects of education (e.g., patient, pharmacist, pharmacy student) were identified by 6.4 percent of students. Pharmacoepidemiology and related areas are research topics for another 6.4 percent of respondents. Four percent of students do research in health care policy (e.g., access to care, practice guidelines. law). The remaining 19.1 percent were categorized as "miscellaneous," including: ethics, disease management, clinical, psycho/social, and undecided.