Student Perspectives on Challenges and Success in Experiential Pharmacy Education

The study aimed to understand the challenges and support needs of students in the Entry-to-Practice (E2P) PharmD program's experiential education component. A cross-sectional study using questionnaires with open- and close-ended questions was conducted. Quantitative data was summarized using descriptive statistics, and qualitative responses were analyzed via content analysis.

Of 56 participating students, 41% experienced challenges or failed a practicum course. Academic challenges, particularly in knowledge application and communication skills, were more prevalent than health and well-being issues. Financial constraints, practice site problems, and environmental conditions also posed difficulties.

39% of participants accessed at least one academic support resource, most frequently their preceptors. For health and well-being, 37.5% accessed resources, relying heavily on friends, family, and pharmacy peers. Students desired more faculty assistance in synthesizing therapeutic and clinical knowledge, preferring virtual, asynchronous, and clinically relevant resources.

Students recommended improving practicum resources (e.g., better organization, cheat sheets, video examples, comprehensive databases), fostering supportive learning environments through preceptor training, raising awareness and improving timely access to mental health and well-being resources, and providing support for relocation due to practicum assignments.

The study's findings highlight the critical role of social networks and interpersonal connections in student support, aligning with Kolb’s Experiential Learning Cycle. The results provide valuable insights for developing a structured, student-centered approach to enhance student satisfaction, performance, and well-being in experiential pharmacy education, guiding curricular and structural improvements.