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Behind the Skills Lab: A Qualitative Study of Skills Lab Faculty Workload
Lauren M Caldas1, Christina Weber2, Heidi Anksorus3
1Virginia Commonwealth University School of Pharmacy, Richmond, VA, USA.
American Journal of Pharmaceutical Education
|July 3, 2026
Summary
Pharmacy skills lab faculty face significant workload demands, leading to burnout and inequitable work distribution. Addressing invisible labor and improving institutional support are crucial for job satisfaction.
Area of Science:
- Pharmacy Education
- Academic Workload Studies
- Faculty Development
Background:
- Pharmacy skills laboratories are integral to pharmacy curricula, requiring substantial faculty time and effort.
- Ensuring student preparedness for practice necessitates dedicated faculty engagement in skills labs.
Purpose of the Study:
- To investigate pharmacy skills laboratory faculty's perceptions of workload.
- To assess institutional equity and factors affecting job satisfaction and burnout in pharmacy education.
Main Methods:
- A national survey of skills lab faculty was followed by semi-structured interviews with 10 participants.
- Interviews explored workload, institutional expectations, equity, and job satisfaction, with transcripts analyzed via team-based coding.
Main Results:
- Key themes included workload volume, time challenges, perceived value of skills labs, student prioritization, burnout, institutional factors, and collaboration.
- Faculty reported significant "invisible labor" (coordination, student support) and difficulty quantifying workload, contributing to burnout.
- Budget constraints, leadership changes, and inadequate lab support exacerbated workload pressures, while collegial relationships offered support.
Conclusions:
- Skills laboratory teaching is intensive, contributing to faculty burnout and workload inequity.
- Transparent policies, sufficient staffing, and formal recognition of "invisible labor" are recommended.
- Addressing these issues is vital for faculty well-being and effective pharmacy education.
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