Abstract：
OBJECTIVE: Pharmacist-led research is key to optimizing medicines use and improving pharmacy services, yet it is not yet widely embedded into careers. This study aims to identify predictors of confidence in meeting the research learning outcomes in the Royal Pharmaceutical Society (RPS) Post-Registration Foundation and Core Advanced curricula, to provide targeted recommendations for building research capability and capacity within the profession.
METHODS: The study was a cross-sectional electronic survey, distributed to eligible pharmacists in March 2023 (n = 253). The survey gathered demographic information, research experience, and self-reported confidence in meeting the research learning outcomes in the RPS Post-Registration Foundation and Core Advanced curricula. Pre-determined independent variables were analysed using two binomial logistic regression models (one per curriculum) to identify predictors of the dichotomous variable: confidence with meeting all research learning outcomes in that curriculum.
RESULTS: Participants were more likely to self-report as confident (versus not confident) with meeting all research learning outcomes in a curriculum if they had recent experience (within the previous 12 months) of research or research-related activities, held a postgraduate research qualification, had undertaken research training outside of a postgraduate qualification, discussed research in their appraisal, or worked in the hospital sector. Conversely, male gender, years practicing, and protected time for research did not predict confidence.
CONCLUSIONS: A targeted approach, including improving access to research methods training, experience-based learning, mentorship, and linking research projects to key organizational objectives, could be the key to developing research capability and capacity across all sectors and career stages.
METHODS: The study was a cross-sectional electronic survey, distributed to eligible pharmacists in March 2023 (n = 253). The survey gathered demographic information, research experience, and self-reported confidence in meeting the research learning outcomes in the RPS Post-Registration Foundation and Core Advanced curricula. Pre-determined independent variables were analysed using two binomial logistic regression models (one per curriculum) to identify predictors of the dichotomous variable: confidence with meeting all research learning outcomes in that curriculum.
RESULTS: Participants were more likely to self-report as confident (versus not confident) with meeting all research learning outcomes in a curriculum if they had recent experience (within the previous 12 months) of research or research-related activities, held a postgraduate research qualification, had undertaken research training outside of a postgraduate qualification, discussed research in their appraisal, or worked in the hospital sector. Conversely, male gender, years practicing, and protected time for research did not predict confidence.
CONCLUSIONS: A targeted approach, including improving access to research methods training, experience-based learning, mentorship, and linking research projects to key organizational objectives, could be the key to developing research capability and capacity across all sectors and career stages.
摘要：
目的：药师主导的研究是优化药物使用和改善药学服务的关键，然而，它还没有广泛地嵌入到职业生涯中。本研究旨在确定在皇家药学会（RPS）注册后基金会和核心高级课程中满足研究学习成果的信心预测因子。为建立专业内的研究能力和能力提供有针对性的建议。
方法：这项研究是一项横断面电子调查，2023年3月分发给合格的药剂师(n=253)。调查收集了人口统计信息，研究经验,以及自我报告的信心，以满足RPS注册后基金会和核心高级课程中的研究学习成果。使用两个二项逻辑回归模型（每个课程一个）分析了预定的自变量，以确定二分变量的预测因子：对满足该课程中所有研究学习成果的信心。
结果：如果参与者最近（在过去12个月内）有研究或研究相关活动的经验，则他们更有可能自我报告为自信（与不自信）满足课程中的所有研究学习成果，持有研究生研究资格，在研究生资格之外接受过研究培训，在他们的评估中讨论了研究，或在医院部门工作。相反，男性,多年的实践,研究的保护时间并不能预测信心。
结论：有针对性的方法，包括改善获得研究方法培训的机会，基于经验的学习，导师,并将研究项目与关键组织目标联系起来，可能是在所有部门和职业阶段发展研究能力和能力的关键。
方法：这项研究是一项横断面电子调查，2023年3月分发给合格的药剂师(n=253)。调查收集了人口统计信息，研究经验,以及自我报告的信心，以满足RPS注册后基金会和核心高级课程中的研究学习成果。使用两个二项逻辑回归模型（每个课程一个）分析了预定的自变量，以确定二分变量的预测因子：对满足该课程中所有研究学习成果的信心。
结果：如果参与者最近（在过去12个月内）有研究或研究相关活动的经验，则他们更有可能自我报告为自信（与不自信）满足课程中的所有研究学习成果，持有研究生研究资格，在研究生资格之外接受过研究培训，在他们的评估中讨论了研究，或在医院部门工作。相反，男性,多年的实践,研究的保护时间并不能预测信心。
结论：有针对性的方法，包括改善获得研究方法培训的机会，基于经验的学习，导师,并将研究项目与关键组织目标联系起来，可能是在所有部门和职业阶段发展研究能力和能力的关键。
