Student perspectives on caring and connectedness in the PharmD classroom

Mental health concerns are increasing exponentially within the college student population. Successfully coping with the stress of adjusting to college can be difficult particularly for students majoring in science- and health-related disciplines like pharmacy. This study aimed to understand how well-being is integrated and could be improved upon within the learning environment from the students' perspective.

Several college of pharmacy faculty collaborated with campus wellness staff through an initiative that aimed to integrate mental health and well-being strategies into the learning environment. At the end of each semester, pharmacy students responded to open-ended questions meant to evaluate their perspectives of the professor participating in the well-being program. Grounded theory was used to code the responses.

Four themes emerged from the student responses: (1) Instruct in a creative, consistent, and clear manner; (2) Be genuine; (3) Establish a welcoming environment; and (4) Invest in students. Pharmacy students experienced their classrooms as more than just a place to learn class material but as an environment that valued the students as people.

The study highlights the role of faculty as educators of classroom material and of including practices that facilitate a sense of connectedness and caring within the classroom.