(22) Assessing the utility of a digital badge tool to improve students' engagement in research

Objective : Developing critical thinking and effective communication skills through structured research instruction for student pharmacists is essential for advancing the profession. However, students rarely engage in research-based courses as they do not see the direct connection to improving patient care. Digital credentialing enhances students' motivation to learn, but research among pharmacy students is limited. Here, we tested whether the award of a digital badge in a blended learning environment increases pharmacy students’ motivation and academic performance in a research-based course.

Methods: This study was approved by the Samford University Institutional Review Board. This course included benchwork research, asynchronous online activities, face-to-face classes, laboratory meetings, one scientific presentation, and one written project. Pharmaceutical Sciences Research elective students (N=6) completed anonymous pre- and post-assessments, self-reflections after each class, and an end-of-the-course reflection. Pre- and post-assessments included six content questions and inquired about their confidence level to answer them. Students’ experience with digital badges and their motivation to earn one was recorded.

Results: Analyses of the pre- and post-assessments revealed a 16% improvement in students’ scores. Additionally, the students’ level of confidence increased significantly (p-value=0.05). Students’ reflections showed that they were able to incorporate what they learned into future student and professional practices. All students successfully obtained the digital badge and felt it motivated them to complete the learning activities. Most of them agreed (66.7%) that this motivation responded to their desire to illustrate mastery of a skill they could add to their resume.

Conclusions: In summary, our findings suggest that the award of a digital badge is a strong motivator to improve student engagement and academic performance and, thus, enhance their ability to translate those skills to future professional practices.