Research-Related Education in Undergraduate Pharmacy Curricula: A Scoping Review.

Abstract

Objective: To map the nature, characteristics, and extent of research-related education in undergraduate pharmacy curricula globally and to identify facilitators and barriers associated with its implementation.

Methods: A scoping review was conducted following the Joanna Briggs Institute methodology and the 6-stage framework of Arksey and O'Malley. Systematic searches were performed across 5 electronic databases from inception to September 2025. Studies were eligible if they addressed research-related education within undergraduate pharmacy degree programs. Title, abstract, and full-text screening were conducted independently by multiple reviewers. Data were extracted using a standardized charting form and synthesized descriptively.

Results: Of 1457 records identified, 58 studies met the inclusion criteria, spanning publications from 1990 to 2025. Research education was most commonly delivered as a mandatory, faculty-mentored full research project concentrated in the final professional year. Research-based and research-tutored models predominated. Clinical pharmacy and pharmacy practice were the most frequent research domains. Combined formative and summative assessment was the most widely reported practice. Most studies reported positive educational outcomes, including gains in research knowledge and skills, critical appraisal, and scientific writing. Key facilitators included knowledge application, hands-on learning, and faculty mentorship. Principal barriers included faculty workload, variable student motivation, and limited research skills.

Conclusion: Research-related education is increasingly integrated into undergraduate pharmacy curricula. However, implementation remains variable and geographically skewed. Longitudinal, vertically integrated models supported by structured mentorship and institutional commitment are needed to advance research competency development across the profession.