Student Perspectives on Challenges and Success in Experiential Pharmacy Education

Area of Science:

• Pharmacy Education
• Experiential Learning
• Student Well-being

Background:

• Experiential education in Entry-to-Practice Doctor of Pharmacy (PharmD) programs presents unique challenges.
• Inadequate student support during practicum can lead to academic and well-being difficulties.
• Limited research exists on the specific complexities of student experiences during these crucial practical components.

Purpose of the Study:

• To investigate the challenges encountered by students during the experiential education component of an Entry-to-Practice PharmD program.
• To identify students' support needs during practicum.
• To inform strategies for enhancing student support and success in pharmacy experiential learning.

Main Methods:

• A cross-sectional study design was employed.
• Data were collected using questionnaires with both open- and close-ended questions.
• Quantitative data were analyzed using descriptive statistics, and qualitative responses underwent content analysis.

Main Results:

• 41% of 56 participating PharmD students reported challenges or practicum failure.
• Academic difficulties, particularly in knowledge application and communication, were more prevalent than well-being issues.
• Students primarily accessed preceptors for academic support but desired more faculty assistance with knowledge synthesis, favoring virtual, asynchronous, and clinically relevant resources.

Conclusions:

• The study emphasizes the necessity of a structured, student-centered approach to manage practicum challenges.
• Recommendations include enhancing practicum resources and fostering supportive learning environments, especially in preceptor interactions.
• Improved support systems are crucial for boosting student satisfaction, performance, and well-being in pharmacy experiential education.