Objective. To investigate and identify factors that enhance and restrict student engagement in mandatory and voluntary community-engaged learning (CEL) activities. Methods. A phenomenological study utilizing semi-structured interviews was conducted, exploring students' motivations and barriers faced in their mandatory CEL course and voluntary CEL activities (eg, community outreach). Fifteen students were randomly selected to participate in interviews. Student responses were analyzed using qualitative thematic analysis. Results. Primary factors motivating student engagement in mandatory CEL included having structured learning activities for students and incorporating reflective learning. Motivating factors for students participating in voluntary CEL included personal interest in the topic, convenient location and time of activity, opportunity for career development, and advocating for the pharmacy profession. Overlapping motivations for both mandatory and voluntary CEL included having a better understanding and broader perspective of the diverse populations in the community and imparting a positive impact. Common barriers identified included having limited information about student responsibilities, limited student role, and feeling unconfident or unprepared.
Conclusion.Students perceive benefits from both mandatory and voluntary CEL activities. However, opportunities exist for identifying and managing barriers to enhance student engagement in CEL within a pharmacy program and to further refine the use of learning tools, such as critical reflection, that were identified through this study to have contributed to student engagement with CEL.