Changes in Pharmacy Students' Self-Reported Learning Strategies Across a Four-Year Doctor of Pharmacy Program

Area of Science:

• Medical Education
• Pharmacy Education
• Student Learning Strategies

Background:

• Limited research exists on how pharmacy students' study habits evolve during professional school.
• Understanding these changes is crucial for optimizing educational interventions.

Purpose of the Study:

• To describe learning and study strategies used by pharmacy students.
• To analyze how these strategies change throughout their academic program.

Main Methods:

• Prospective, observational cohort study at a US pharmacy school (2016-2019).
• Online surveys administered annually to track learning and study strategies.
• Quantitative analysis by academic year; qualitative thematic analysis of open-ended responses.

Main Results:

• Significant shifts observed: increased use of audiovisuals, electronic note-taking, lecture capture, and peer materials.
• Most pronounced changes occurred between the first (P1) and second (P2) professional years.
• Student preferences and experiences significantly influenced strategy adoption and modification.

Conclusions:

• Pharmacy students' learning and study strategies undergo significant evolution during their education.
• This dynamic presents an opportunity to guide students toward more effective, long-term learning approaches.