A Call to Action to Address Well-Being Within Experiential Education

Area of Science:

• Pharmacy Education
• Student Well-being
• Experiential Learning

Background:

• Experiential learning constitutes 30% of Doctor of Pharmacy curricula.
• There is a notable gap in literature regarding pharmacy student well-being during these crucial educational periods.
• Existing literature on well-being in pharmacy residents and other health disciplines offers insights.

Purpose of the Study:

• To explore the specific challenges impacting pharmacy student well-being during experiential education.
• To draw parallels and adapt strategies from well-being literature in related fields.
• To propose actionable interventions for supporting student wellness in experiential pharmacy settings.

Main Methods:

• This is a commentary, drawing on existing literature.
• Analysis of challenges faced by pharmacy students in experiential settings.
• Synthesis of well-being strategies from pharmacy residency and other health disciplines.

Main Results:

• Identifies unique stressors and challenges to well-being specific to pharmacy experiential learning.
• Highlights the need for tailored support systems and interventions.
• Provides a framework for addressing student well-being in this educational context.

Conclusions:

• Urgent attention is required to address the under-researched area of pharmacy student well-being during experiential learning.
• The academy must implement proactive strategies and interventions to support student wellness.
• Further research and action are needed to ensure a positive and supportive learning environment for future pharmacists.