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Using Focus Groups to Explore Evolving Perceptions of Student Pharmacists' Curricular Experiences.

Lindsey E Moseley1, Channing R Ford1, Emily B Wilkins2

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|April 16, 2020
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Summary

Student pharmacists evolve from dependent learners to autonomous professionals during their Doctor of Pharmacy program. This study reveals key themes in their educational journey, highlighting growth in professionalism and self-direction.

Keywords:
academic entitlementproblem-based learningprofessional identityself-authorshipseven vectors

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Area of Science:

  • Pharmacy Education
  • Medical Education
  • Student Development

Background:

  • The transition from dependent to autonomous learning is critical for student pharmacists.
  • Understanding student experiences informs curriculum development and support.

Purpose of the Study:

  • To explore the lived experiences of student pharmacists during their initial three years of a Doctor of Pharmacy curriculum.
  • To examine the developmental trajectory from novice to contributing members of the profession.

Main Methods:

  • Interpretive phenomenology was employed to analyze focus group data from 309 student pharmacists.
  • Arthur Chickering's Seven Vectors of Identity Development served as a theoretical framework.
  • A step-wise analysis facilitated theme emergence and theoretical alignment.

Main Results:

  • Key themes identified include professionalism, autonomy, and curriculum expectation management.
  • Student progress along Chickering's seven vectors was evident over three academic years.
  • A clear evolution in self-authorship was observed.

Conclusions:

  • The study offers insights into the transformative journey of student pharmacists.
  • The findings illustrate the development of self-authored individuals, an essential outcome for pharmacy graduates.
  • Comparing students across academic years revealed developmental progression.