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Background <p>Effective supervision is a key determinant of success in undergraduate research, influencing student satisfaction, academic performance, and research outcomes. However, there is limited evidence on pharmacy students’ perceptions of graduation project supervision in Saudi Arabia. This study aimed to explore students’ perceptions of supervisory roles, identify factors influencing supervisor selection, and determine predictors of satisfaction.</p> Methods <p>A cross-sectional survey was conducted among undergraduate pharmacy students, interns, and recent graduates (≤ 5 years) across Saudi Arabia using a validated, Arabic-translated questionnaire. Data were collected via an online platform using convenience and snowball sampling. Descriptive statistics summarized participant characteristics and responses. Multivariate logistic regression analysis was performed to identify independent predictors of satisfaction, with results reported as adjusted odds ratios (AORs) and 95% confidence intervals (CIs).</p> Results <p>A total of 384 participants were included. Overall, 64.5% reported high satisfaction with their supervisors. Students demonstrated strong expectations of active supervisory involvement, particularly in reviewing drafts (88.3%), providing procedural guidance (85.9%), and ensuring access to resources (84.9%). Supervisor selection was primarily influenced by availability and willingness to supervise (66.9%), alignment of research interests (64.3%), and methodological expertise (64.3%), while demographic factors were minimally influential. Key predictors of satisfaction included meeting frequency, with monthly (AOR = 0.316, <i>p</i> &lt; 0.001) and less frequent meetings (AOR = 0.227, <i>p</i> &lt; 0.001) associated with lower satisfaction compared to weekly meetings. Working in pairs increased satisfaction (AOR = 3.751, <i>p</i> = 0.008), while lack of conference participation reduced satisfaction (AOR = 0.435, <i>p</i> = 0.004). Graduates were less likely to report satisfaction than current students, including those who graduated one year prior (AOR = 0.547, <i>p</i> = 0.048) and ≥ 2 years earlier (AOR = 0.410, <i>p</i> = 0.012). Students undertaking projects in pharmaceutical chemistry were more likely to report satisfaction compared with those in pharmaceutics (AOR = 3.284, <i>p</i> = 0.038).</p> Conclusions <p>Student satisfaction with graduation project supervision is strongly influenced by supervisory engagement, accessibility, and the quality of mentorship. Despite generally positive experiences, gaps remain in research dissemination and individualized mentorship. Strengthening structured supervision frameworks, enhancing supervisor training, and integrating dissemination into undergraduate research may improve both student experiences and research outcomes.</p>

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Determinants of pharmacy students’ satisfaction with graduation project supervision in Saudi Arabia

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月27日

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  • Faten Alhomoud,
  • Mohammed Al Eid,
  • Jaffar Al Eid,
  • Farah Kais Alhomoud,
  • Mohra Aladwani,
  • Basmah Alfageh,
  • Hailah Almoghirah,
  • Aymen Ali Alqurain,
  • Mona Almanasef,
  • Yasser Abdullah Alharbi,
  • Abdullah Al Hamid

摘要

Background

Effective supervision is a key determinant of success in undergraduate research, influencing student satisfaction, academic performance, and research outcomes. However, there is limited evidence on pharmacy students’ perceptions of graduation project supervision in Saudi Arabia. This study aimed to explore students’ perceptions of supervisory roles, identify factors influencing supervisor selection, and determine predictors of satisfaction.

Methods

A cross-sectional survey was conducted among undergraduate pharmacy students, interns, and recent graduates (≤ 5 years) across Saudi Arabia using a validated, Arabic-translated questionnaire. Data were collected via an online platform using convenience and snowball sampling. Descriptive statistics summarized participant characteristics and responses. Multivariate logistic regression analysis was performed to identify independent predictors of satisfaction, with results reported as adjusted odds ratios (AORs) and 95% confidence intervals (CIs).

Results

A total of 384 participants were included. Overall, 64.5% reported high satisfaction with their supervisors. Students demonstrated strong expectations of active supervisory involvement, particularly in reviewing drafts (88.3%), providing procedural guidance (85.9%), and ensuring access to resources (84.9%). Supervisor selection was primarily influenced by availability and willingness to supervise (66.9%), alignment of research interests (64.3%), and methodological expertise (64.3%), while demographic factors were minimally influential. Key predictors of satisfaction included meeting frequency, with monthly (AOR = 0.316, p < 0.001) and less frequent meetings (AOR = 0.227, p < 0.001) associated with lower satisfaction compared to weekly meetings. Working in pairs increased satisfaction (AOR = 3.751, p = 0.008), while lack of conference participation reduced satisfaction (AOR = 0.435, p = 0.004). Graduates were less likely to report satisfaction than current students, including those who graduated one year prior (AOR = 0.547, p = 0.048) and ≥ 2 years earlier (AOR = 0.410, p = 0.012). Students undertaking projects in pharmaceutical chemistry were more likely to report satisfaction compared with those in pharmaceutics (AOR = 3.284, p = 0.038).

Conclusions

Student satisfaction with graduation project supervision is strongly influenced by supervisory engagement, accessibility, and the quality of mentorship. Despite generally positive experiences, gaps remain in research dissemination and individualized mentorship. Strengthening structured supervision frameworks, enhancing supervisor training, and integrating dissemination into undergraduate research may improve both student experiences and research outcomes.