CHARACTERIZING GLOBAL ISPOR STUDENT PARTICIPATION: A NORTH AMERICA VS. REST OF WORLD COMPARISON
Author(s)
Godwin E. Okoye, MS, RPh1, Emeka E. Duru, BSc2, Sarah E. Gutman, PharmDc3, Aimalohi R. Okpeku, MS4, Cynthia Egbuemike, B.Pharm.5, Christina Kazarov, PharmD6, Dominique Seo, MPH7;
1University of Texas at Austin College of Pharmacy, AUSTIN, TX, USA, 2University of Utah, Murray, UT, USA, 3Rutgers, BRIDGEWATER, NJ, USA, 4Virginia Commonwealth University, Richmond, VA, USA, 5University of Texas at Austin Health Outcomes Division, Austin, TX, USA, 6University of Pittsburgh School of Pharmacy, Feasterville, PA, USA, 7University of Maryland Baltimore, ISPOR Student Network Chair, Baltimore, MD, USA
1University of Texas at Austin College of Pharmacy, AUSTIN, TX, USA, 2University of Utah, Murray, UT, USA, 3Rutgers, BRIDGEWATER, NJ, USA, 4Virginia Commonwealth University, Richmond, VA, USA, 5University of Texas at Austin Health Outcomes Division, Austin, TX, USA, 6University of Pittsburgh School of Pharmacy, Feasterville, PA, USA, 7University of Maryland Baltimore, ISPOR Student Network Chair, Baltimore, MD, USA
OBJECTIVES: ISPOR student chapters play a critical role in developing the global Health Economic and Outcomes Research (HEOR) workforce, yet little is known about how student characteristics and engagement differ across regions. This study compares academic backgrounds, career intentions, and ISPOR engagement patterns between students in North America and those in the Rest of the World (RoW).
METHODS: A cross‑sectional online survey was distributed to ISPOR student members globally using Qualtrics from October through December 2025. Responses received were categorized into North America (United States and Canada) and RoW groups. Descriptive statistics and chi‑square tests were used to compare academic programs, disciplines, career goals, chapter involvement, institutional support, and satisfaction with ISPOR Student Network activities. All statistical analysis was done with SAS v9.4.
RESULTS: A total of 144 students completely responded to the survey (North America: 51; RoW: 93). North American students were more likely to be enrolled in doctoral programs (64.7% vs. 35.2%; p=0.001) and to identify HEOR as their primary discipline (58.8% vs. 38.0%; p=0.047). Career goals differed substantially, with North American students more likely to pursue industry-related roles (72.5% vs. 29.3%; p<0.001). North American respondents reported longer ISPOR chapter membership defined as ≥ 1 year of membership (61.4% vs 32.9; p<0.001) and higher rates of current leadership roles (52.1% vs. 22.9%; p<0.001). Institutional support for ISPOR activities was significantly higher in North America (68.0% vs. 39.3%; p=0.0204).
CONCLUSIONS: Meaningful regional differences exist in academic training, career aspirations, leadership involvement, and institutional support among ISPOR students. These findings highlight opportunities for the ISPOR Student Network to tailor engagement strategies, strengthen support for emerging chapters, and enhance global equity in HEOR training and professional development.
METHODS: A cross‑sectional online survey was distributed to ISPOR student members globally using Qualtrics from October through December 2025. Responses received were categorized into North America (United States and Canada) and RoW groups. Descriptive statistics and chi‑square tests were used to compare academic programs, disciplines, career goals, chapter involvement, institutional support, and satisfaction with ISPOR Student Network activities. All statistical analysis was done with SAS v9.4.
RESULTS: A total of 144 students completely responded to the survey (North America: 51; RoW: 93). North American students were more likely to be enrolled in doctoral programs (64.7% vs. 35.2%; p=0.001) and to identify HEOR as their primary discipline (58.8% vs. 38.0%; p=0.047). Career goals differed substantially, with North American students more likely to pursue industry-related roles (72.5% vs. 29.3%; p<0.001). North American respondents reported longer ISPOR chapter membership defined as ≥ 1 year of membership (61.4% vs 32.9; p<0.001) and higher rates of current leadership roles (52.1% vs. 22.9%; p<0.001). Institutional support for ISPOR activities was significantly higher in North America (68.0% vs. 39.3%; p=0.0204).
CONCLUSIONS: Meaningful regional differences exist in academic training, career aspirations, leadership involvement, and institutional support among ISPOR students. These findings highlight opportunities for the ISPOR Student Network to tailor engagement strategies, strengthen support for emerging chapters, and enhance global equity in HEOR training and professional development.
Conference/Value in Health Info
2026-05, ISPOR 2026, Philadelphia, PA, USA
Value in Health, Volume 29, Issue S6
Code
OP13
Topic
Organizational Practices
Disease
No Additional Disease & Conditions/Specialized Treatment Areas