Pharmacy professors' motivational beliefs and perceptions regarding pursuance of postgraduate training

Nicholas Edward Hagemeier, Purdue University

Abstract

The primary purpose of the study was to assess pharmacy professor motivational beliefs regarding the pursuance of postgraduate training using expectancy-value theory as a theoretical framework. Perceptions were also gathered regarding influential factors in the decision to pursue postgraduate training, the role of mentoring in the choice of postgraduate path and academic career, the extent to which faculty members would pursue the same path again, additional paths considered when contemplating postgraduate training options, and the extent to which US pharmacists perceived awareness of commonly pursued post-PharmD postgraduate training paths. A mixed-mode survey was conducted using AACP’s directory of assistant professors. A usable response rate of 45 percent was obtained. Demographics of the study sample were similar to the AACP sampling frame. Exploratory factor analysis resulted in a five-factor value beliefs solution including: intrinsic value, attainment value, utility value, opportunity cost, and financial value. Intrinsic value had the highest value belief score whereas financial value was the lowest. Results of the study also indicated that professional goal utility was perceived as important in faculty members’ decisions to pursue postgraduate training. Financial and family considerations were frequently mentioned as barriers to pursuing postgraduate training. Significant differences in value belief scores were noted across postgraduate training path, pharmacy background, and additional demographic characteristics. Overall, encouragement from one’s most influential faculty member played a greater role in the choice of academia as a career as opposed to the choice of postgraduate path. On average, respondents indicated that approximately 3 faculty members were considered positively influential in the decision to pursue their chosen postgraduate training path. Moreover, respondents’ choice of highest level of postgraduate training tended to mirror that of their most influential faculty member, especially for US pharmacists. The extent to which faculty members would choose the same postgraduate training path again varied across demographic characteristics of respondents. Residency completers indicated an increased likelihood of pursuing the same path again as compared to doctoral degree and Master’s degree earners. Likewise, US pharmacists indicated an increased likelihood of pursuing the same postgraduate path again as compared to faculty members with no pharmacy degree. Overall, each value belief construct score was significantly associated with the extent to which individuals would pursue the same postgraduate training path again. A majority of faculty members indicated that the value of their postgraduate training met their expectations. However, differences were noted across demographic characteristics of respondents. Finally, perceptions regarding career opportunities resulting from and aspects of residency, fellowship, and graduate school training significantly differed across faculty members with US pharmacy degrees. Results indicated less familiarity with fellowship training and graduate education as compared to residency training. The results of this study provide information to schools/colleges that can be used to more effectively promote postgraduate training paths to student pharmacists. Moreover, the research indicated the postgraduate variability that comprises pharmacy faculty bodies. Assessing value beliefs of student pharmacists is one way of determining the effectiveness of postgraduate training and career path interventions employed in schools/colleges. Additionally, value beliefs should be taken into consideration when discussing methods of improving faculty retention.

Degree

Ph.D.

Advisors

Mason, Purdue University.

Subject Area

Educational psychology|Health education

COinS