A feasibility study on the effect of an asynchronous online workshop on perceived research publication needs among pharmacy students in Nigeria
DOI:
https://doi.org/10.46542/pe.2025.251.523533Keywords:
Academic writing, Mentoring, Online Learning, Pharmacy student, Research publication, Self-efficacyAbstract
Background: Few undergraduate students publish their research due to low self-efficacy in academic writing. This study examined an asynchronous online workshop aimed at enhancing final-year pharmacy students’ academic writing self-efficacy, reducing writing apprehension, and addressing perceived publication needs, while also exploring the correlation among these variables.
Methods: A month-long asynchronous online workshop on research writing and publication was conducted for final-year pharmacy students from 12 schools across Nigeria, selected based on their completion of a final-year research project, consent, and WhatsApp access. Held in October 2024, the intervention included ten modules with recorded content and Q&A support. Pre- and post-workshop data were collected via a validated online questionnaire measuring socio-academic backgrounds, writing apprehension, academic writing self-efficacy, and publication needs. Instrument reliability was high (Cronbach’s alpha: Writing Apprehension Test = 0.89, Self-efficacy = 0.88, Publication Needs = 0.94).
Results: Out of the 77 registrants, 25 completed the programme and subsequent assessment. Academic self-efficacy and writing apprehension scores showed no significant changes post-workshop. However, publication needs assessment scores decreased significantly from pre-workshop (M = 80.9, SD = 15.4) to post-workshop (M = 60.1, SD = 20.7), t(24) = 4.902, Cohen’s d = 0.98 & p < 0.001 indicating a substantial reduction.
Conclusion: The asynchronous online workshop effectively reduced students’ perceived publication needs, highlighting its potential in addressing publication barriers for pharmacy students in Nigeria. Future interventions should explicitly integrate strategies to address writing self-efficacy and apprehension.
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