Transition and Student Well-being – Why We Need to Start the Conversation

Objective. To gain insights into pharmacy students' experiences in learning human anatomy using qualitative interviews and thematic analysis. Methods. Participants included Master of Pharmacy students at the end of their first year or the beginning of their second year. The study used a transcendental phenomenological design. Data were collected using semi-structured individual interviews that were recorded and transcribed verbatim. Thematic analysis was used to identify structural and textural components of participants' experiences using data management software. Results. Sixteen participants were recruited and interviewed. Students described developing an understanding of anatomy that differed from their previous experiences, focusing on variation in anatomical structures between patients, and developing professional attributes such as empathy and respect. Students described haptic learning that acted as a hook on which to anchor additional learning from textbooks and lectures. Finally, students perceived the experience as valuable to their future careers as caring professionals. Conclusion. The results of this qualitative study demonstrate that the value of teaching anatomy to undergraduate students goes beyond developing a broad knowledge of anatomical structures, but also engages a deeper conceptual appreciation of professionalism, thereby inducting them into a community of professional practice.

Section: Discussionmentioning

confidence: 99%

Exploring Undergraduate Pharmacy Student Experiences of Learning Human Anatomy Using Cadaveric Specimens

Rathbone

Nazar

Harburn

et al. 2019

“…Increasingly, both anecdotal and empirical evidence suggest that health professions students struggle with fatigue and burnout in one or more domains that could be considered counter to wellbeing. [25][26][27][28] Stoffel and Cain's recent review of the grit and resilience literature in the health professions reveals the dearth of information specific to pharmacy education. 29 Overall, as compared to physicians and nurses, we know relatively little about wellbeing within the pharmacy profession.…”

Section: The Case For Fostering Wellness and Wellbeingmentioning

confidence: 99%

Leading Change in Academic Pharmacy: Report of the 2018-2019 AACP Academic Affairs Committee

Gregory

Boje

Carter

et al. 2019

The Committee was charged with the responsibility for examining the need for change in pharmacy education and the models of leadership that would enable that change to occur across the academy. They also examined the question of faculty wellbeing in a time of change and made several recommendations and suggestions regarding both charges. Building upon the work of the previous Academic Affairs Committee, the 2018-19 AAC encourages the academy to implement new curricular models supporting personalized learning that creates engaged and lifelong learners. This will require transformational leadership and substantial investments in faculty development and new assessment strategies and resources. Recognizing that the magnitude of the recommended change will produce new stress on faculty, the committee identified the need for much additional work on student, faculty and leaders' wellbeing, noting the limited amount of empirical evidence on pharmacy related to stress and resilience. That said, if faculty and administrators are not able to address personal and community wellbeing, their ability to support their students' wellbeing will be compromised.

“…[5][6][7] While this is somewhat common knowledge and many students adopt these behaviors as a stress coping mechanism, there are still significant numbers of students who do not. [8][9][10][11] Several studies have shown that college students have difficulty in establishing and maintaining health-promoting behaviors. 12 Although many colleges and schools may offer formal and informal information sessions encouraging students to take proactive measures toward improving their health and wellbeing, research literature regarding the effectiveness of these sessions in influencing students' well-being behaviors is sparse.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Issuing Well-being Challenges to Nudge Pharmacy Students to Adopt Well-being Protective Behaviors

Cain

2020

Objective. To assess the effectiveness of well-being challenges embedded within a pharmacy management course to influence student adoption of positive well-being behaviors. Methods. Four optional, month-long well-being challenges addressing smartphone use, gratitude, sleep, and exercise were designed and administered within a pharmacy management course. Participants completed a reflective survey documenting reasons for participation, prior behaviors, and intentions to continue the behaviors. Results. Ninety-three percent (n5126) of students enrolled in the course participated in at least one well-being challenge, and 82% (n5104) of participants completed two or more challenges. The majority of participants (ranging from 88% to 100% per challenge) indicated they intended to attempt or definitely continue the behaviors after the challenge(s) was completed. Conclusion. A strategy of well-being challenges can be an effective way to influence students to adopt well-being protective behaviors.