From the classroom to the page: a decade of engaging pharmacy students in publishable research in a Small Island Developing Nation.

PURPOSE: To describe the implementation and evolution of a faculty-led undergraduate research program integrating publishable research into the pharmacy curriculum at the University of Belize, a Small Island Developing State in Central and South America and the Caribbean, and to offer practical insights for educators in resource-limited settings. DESCRIPTION: Beginning in 2017, the pharmacy program shifted from teaching research as abstract content to actively engaging second-year students in mentored research that led to co-authorship on peer-reviewed publications. Course assignments were converted into research experiences aligned with course learning objectives. Students worked in small groups, received longitudinal mentorship, and contributed to all stages of the research process. ANALYSIS: The model succeeded because early introduction (year two) allowed skill development over time, assignment conversion created purpose and accountability, group-based peer learning distributed cognitive load, and the expectation of publication motivated quality. Challenges included faculty time demands, student writing proficiency, and post-graduation engagement for manuscript revisions. CONCLUSIONS: Pharmacy students in resource-limited settings can produce publishable research when curricula are intentionally designed to scaffold research skills progressively and when faculty commit to sustained mentorship. IMPLICATIONS: This model is replicable in other developing nation contexts and offers a pathway for building research capacity while enhancing student learning outcomes. Institutions should consider curricular restructuring to embed research experiences rather than treating research as an isolated exercise.