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

Area of Science:

• Pharmacy Education
• Health Professions Education
• Pedagogical Strategies

Background:

• Norwegian education reforms increase demands on healthcare professionals, necessitating pedagogical adjustments.
• Student-centered, active learning is crucial for developing critical thinking and problem-solving skills in healthcare students.
• This study examines pharmacy students' experiences with active learning and its influence on their education.

Purpose of the Study:

• To explore pharmacy students' perceptions and experiences with active learning strategies.
• To identify factors influencing student learning within active learning environments.
• To inform the design of effective active learning approaches in pharmacy education.

Main Methods:

• Qualitative study utilizing focus groups with Bachelor of Pharmacy students at Nord University, Norway.
• Purposive sampling included students from all program years.
• Thematic analysis of data from four semi-structured focus group interviews (March 2023 - January 2024).

Main Results:

• Twenty-one students (4 male, 17 female; 1st-3rd year) participated.
• Three key themes emerged: social constructions (individual attributes, social dynamics), organisation and structure (time, activity design, infrastructure), and transfer value (relevance, motivation, engagement).
• Learning is influenced by social interactions, course organization, and the perceived applicability of activities.

Conclusions:

• Active learning in pharmacy education is complex, influenced by social, organizational, and relevance factors.
• Findings highlight the need for flexible, student-centered, participatory, and well-structured instructional designs.
• Insights support the development of reflective, engaged, and practice-ready pharmacy graduates.