Student perspectives on caring and connectedness in the PharmD classroom

Area of Science:

• Health Professions Education
• Pharmacy Education
• Student Well-being

Background:

• Rising mental health concerns among college students, particularly in demanding science and health disciplines.
• Challenges in adjusting to college life and academic stress for pharmacy students.
• Need to integrate well-being strategies into the academic learning environment.

Purpose of the Study:

• To explore pharmacy students' perspectives on integrating well-being into their learning environment.
• To identify student-perceived strategies for improving well-being within the classroom.
• To understand how faculty can foster a supportive academic setting.

Main Methods:

• Collaboration between pharmacy faculty and campus wellness staff.
• Collection of pharmacy student feedback via open-ended questions at semester's end.
• Application of grounded theory for qualitative analysis of student responses.

Main Results:

• Four key themes emerged: creative/clear instruction, genuineness, welcoming environment, and investment in students.
• Students perceived their classrooms as environments that valued them as individuals, not just learners.
• Positive student experiences were linked to faculty who demonstrated care and connection.

Conclusions:

• Faculty play a crucial role in both academic instruction and fostering a sense of belonging.
• Integrating well-being practices into the classroom enhances student connectedness and perceived value.
• Creating a supportive learning environment is essential for student mental health in pharmacy programs.