From passive to participatory: exploring pharmacy students' experiences and perceptions with active learning

Recent legislative reforms in Norwegian education policy have heightened the professional demands on healthcare personnel, including pharmacists. These reforms necessitate adjustments in education, particularly in pedagogical approaches. Student-centered, active learning has emerged as a significant educational strategy to enhance critical thinking, problem-solving, teamwork, and reflective capacities among healthcare students. The aim of this study is to examine the perceptions and experiences of pharmacy students with active learning and what influenced the students' learning during the activities.

This study employed a qualitative design using focus groups to explore pharmacy students' perceptions and experiences with active learning. Conducted at the Faculty of Nursing and Health Sciences, Nord University, Norway, the study involved Bachelor of Pharmacy students. A purposive sampling strategy invited all students in the program to participate. Data was collected through four focus group interviews held between March 2023 and January 2024, using a semi-structured interview guide. Thematic analysis was applied to analyse the data.

Twenty-one students participated, including 4 males and 17 females, that were third year (n = 12), second year (n = 5), and first-year (n = 4) pharmacy students. The analysis revealed three main themes: social constructions, organisation and structure, and transfer value. Social constructions emphasised the role of individual attributes and social dynamics in learning. Organisation and structure highlighted the impact of time management, activity design, and infrastructure. Transfer value focused on the relevance of learning activities to students' motivation and engagement.

The study demonstrates that active learning in pharmacy education is influenced by a complex interplay of factors affecting both the learning process and outcomes. Key factors include social dynamics, organisational aspects, and the perceived relevance of activities. These findings underscore the need for flexible, student-centered, participatory, and well-structured instructional designs. As pharmacy education continues to adapt to changing professional demands and societal expectations, these insights offer a timely and actionable foundation for fostering reflective, engaged, and practice-ready graduates.

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