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Education and practice recommendations for developing pharmacists as researchers in the United Kingdom, informed by self-determination theory
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DOI：10.1093/ijpp/riag024.png)
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Abstract
En 中文
This extended commentary describes the current pharmacy research landscape in the United Kingdom (UK) and seeks to propose recommendations for the future of pharmacy education and practice to develop pharmacists as researchers. Additional commentary is provided on current pharmacist education, practice and research culture in the UK. The paper draws on published information but is not a systematic review. Research is not consistently embedded into pharmacists' practice roles in the UK in a meaningful way. There is an absence of formal clinical academic career pathways for pharmacists to integrate clinical practice, research and/or teaching. The medical profession in the UK in comparison has a well-developed career pathway to enable doctors to be clinical academics, from which lessons can be learned. There is a national policy shift to include research as part of all healthcare professionals' roles. Self- Determination Theory (SDT) was used as a theoretical framework to inform our recommendations to develop pharmacists as researchers in the UK. SDT was used to understand factors relating to autonomy, competence and relatedness that affect pharmacists' ability to engage with and undertake research in their practice roles in the UK. Our recommendations were mapped to pharmacist career stage and SDT domains. We call for integrated clinical and academic employment posts, improved research skills training for pharmacists and the recognition of the value of research by employers. We also highlight the need for funding, mentorship and communities of practice to enable pharmacists to become involved with research in their practice roles.
Keywords:
pharmacy education
pharmacy research
professional competence
self-determination
United Kingdom
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