Peter Loewen: Associate Professor at , UBC Faculty of Pharmaceutical Sciences

Associate Professor

Faculty of Pharmaceutical Sciences

Research Classification

Arrhythmia

Cardiovascular Diseases

Heart Failure

Stroke

Thrombosis and Embolism

Health Care Technologies

Professional Practices

Pharmacoepidemiology

Hematology

Decision Making

Research Interests

atrial fibrillation

stroke prevention therapy

pharmacy practice

knowledge translation of evidence to patient care

patient education

Shared decision-making

clinical prediction rules

prediction of stroke and bleeding in atrial fibrillation patients

patient decision aids

adherence to medication

patient complexiometry

healthcare communication technologies

use of mobile technology for clinical decision-making

hospital pharmacy practice

quality of care, quality drug therapy

Relevant Degree Programs

View all programs

Research Methodology

pharmacoepidemiology

Qualitative Research

Randomized Controlled Trials

Meta-analysis

prospective observational studies

retrospective observational studies

patient preferences & decision-making

Recruitment

Looking to recruit:

Master's students

Doctoral students

Desired start dates:

2019

2020

Potential research project areas:

In the above domains, to be worked out with excellent candidates.

Other options

I support public scholarship, e.g. through the Public Scholars Initiative, and am available to supervise students and Postdocs interested in collaborating with external partners as part of their research.

I support experiential learning experiences, such as internships and work placements, for my graduate students and Postdocs.

I am open to hosting Visiting International Research Students (non-degree, up to 12 months).

I am interested in hiring Co-op students for research placements.

Complete these steps before you reach out to a faculty member!

Check requirements

Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Requirements" or on the program website.

Focus your search

Identify specific faculty members who are conducting research in your specific area of interest.
Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department.
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.

Make a good impression

Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
Demonstrate that you are familiar with their research:
- Convey the specific ways you are a good fit for the program.
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
Be enthusiastic, but don’t overdo it.

Attend an information session

G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.

Supervision Enquiry

If you have reviewed some of this faculty member's publications, understand their research interests and have reviewed the admission requirements, you may .

Great Supervisor Week Mentions

Each year graduate students are encouraged to give kudos to their supervisors through social media and our website as part of #GreatSupervisorWeek. Below are students who mentioned this supervisor since the initiative was started in 2017.

Huge thanks, from the bottom of my heart to my #GreatSupervisor, Dr. Peter Loewen, for supporting me and believing in me (sometimes more than I believe in myself), in the past 3 years. I am a better person because of you.

Shahrzad Salmasi (2019)

Graduate Student Supervision

Master's Student Supervision (2010 - 2018)

Assessment of atrial fibrillation patients' education needs. (2018)

Introduction: Education facilitates construction of a correct illness representation, corrects beliefs about medications and improves patients’ illness-treatment coherence. There is no consensus on the best education strategy for atrial fibrillation (AF) patients. Identifying patients’ education needs is the first step towards development of an effective education program.Purpose: The overall aim of this thesis was to provide insights into AF patients’ education needs from patient and clinician viewpoints, and to inform the design of AF patient education programs and initiatives.Methods: The current evidence on AF patients’ knowledge gaps was summarized through a literature review. This was followed by a qualitative descriptive study utilizing semi-structured interviews with patients and clinicians who were recruited through purposive sampling. All interviews were conducted by a Master of science student. The interviews were conducted in English, in a private room or over the phone, without the presence of any non-participants. Each interview lasted approximately 30 minutes and was audio-recorded. Verbatim transcripts were generated within three days of the interview. The reporting of this qualitative study conforms to the Standards for Reporting Qualitative Research (SQRQ) and the Consolidated Criteria for Reporting Qualitative Research (COREQ).Analysis: The analysis of the data was iterative, occurring as interviews proceeded. The interview guides were revised frequently based on the emerging data. The data collected were analyzed through inductive qualitative thematic analysis. Data from patients and clinicians were analyzed independently.Results: Eleven clinicians and ten patients were interviewed. Clinician and patient interviews led to emergence of three and four themes, respectively. This research went beyond identification of knowledge gaps by offering a rich description on patients’ misconceptions, information seeking behavior, education style preferences, attitudes towards online education, expectations of an education program, emotional education needs, preferences for risk communication, and clinicians’ views on the topic. A key finding of my study was the identification of patients’ emotional education needs: the need for education that addresses patients’ concerns and relieves their anxiety. Summarizing my study findings, I offered a set of recommendations that can be used by those involved in educating AF patients.

View record