Student Perspectives on Challenges and Success in Experiential Pharmacy Education.

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.