American journal of pharmaceutical education · 2025
Student Perspectives on Challenges and Success in Experiential Pharmacy Education.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
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Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Wong Gabriella, Maragha Tala, Taheri Asal, Yeung Janice
Аннотация
OBJECTIVE: Experiential education can be challenging, and academic and well-being difficulties may arise if students are not adequately supported. There is limited evidence that elucidates the depth and complexity of students' experiences during practicum. This study aims to understand students' challenges and support needs during the experiential education component of an Entry-to-Practice PharmD program.
METHODS: Questionnaires with open- and close-ended questions were used in this cross-sectional study. Descriptive statistics were used to summarize quantitative data, while qualitative responses were analyzed using content analysis.
RESULTS: Fifty-six students from program years 1 to 4 participated, with 23 (41%) experiencing challenges or a practicum course failure. Academic challenges were more common than health and well-being challenges during practicum, with difficulties in knowledge application and communication skills being the most common. Twenty-two students (39%) accessed at least 1 support resource, most frequently their preceptors for academic-related issues. Students wanted more help from the Faculty with synthesizing therapeutic and clinical knowledge, favoring virtual, asynchronous, and clinically relevant resources. Content analysis highlighted the need to enhance practicum resources and foster supportive learning environments, particularly in preceptor interactions. For health and well-being challenges, students most frequently relied on friends, family, and pharmacy peers for support.
CONCLUSION: These findings underscore the need for a structured, student-centered approach to addressing challenges during practicum and provide recommendations and strategies to better support student satisfaction, performance, and well-being within the experiential component of an Entry-to-Practice PharmD program.
METHODS: Questionnaires with open- and close-ended questions were used in this cross-sectional study. Descriptive statistics were used to summarize quantitative data, while qualitative responses were analyzed using content analysis.
RESULTS: Fifty-six students from program years 1 to 4 participated, with 23 (41%) experiencing challenges or a practicum course failure. Academic challenges were more common than health and well-being challenges during practicum, with difficulties in knowledge application and communication skills being the most common. Twenty-two students (39%) accessed at least 1 support resource, most frequently their preceptors for academic-related issues. Students wanted more help from the Faculty with synthesizing therapeutic and clinical knowledge, favoring virtual, asynchronous, and clinically relevant resources. Content analysis highlighted the need to enhance practicum resources and foster supportive learning environments, particularly in preceptor interactions. For health and well-being challenges, students most frequently relied on friends, family, and pharmacy peers for support.
CONCLUSION: These findings underscore the need for a structured, student-centered approach to addressing challenges during practicum and provide recommendations and strategies to better support student satisfaction, performance, and well-being within the experiential component of an Entry-to-Practice PharmD program.