Dataset Information

The Resilience of Final-Year Pharmacy Students and Aspects of the Course They Found to Be Resilience-Building.

ABSTRACT:

Background

This work aimed to investigate final year pharmacy students' resilience (as determined by the CD-RISC-25 tool), whether students considered certain aspects of the course to be resilience-building, and the role of the university in developing this attribute.

Methods

Following ethical approval and an invitation to participate, data were collected from consenting students at Queen's University Belfast via a pre-piloted paper-based questionnaire. Descriptive statistics were performed. To ascertain significant differences (p < 0.05) by gender, the Welch Two Sample t-test was used for the CD-RISC-25 mean scores and the Mann-Whitney U Test and Chi-squared test for Section B data.

Results

The response rate was 80.61% (79/98). The mean CD-RISC-25 score for males was higher (not significantly) than the female mean score (70.39 versus 67.18, p = 0.2355, possible score range 0-100). While 93.67% (74/79) considered the School has a responsibility to develop resilience, <20.00% availed of the free resilience building events. Activities deemed to help build resilience included being able to make mistakes in a safe environment and needing to achieve a high grade to pass assessments.

Conclusions

Resilience levels among future pharmacists at Queen's University Belfast should be improved going forward. A strategy, developed in light of conducting this research (from one institution), will now be implemented to enhance the curriculum with regard to resilience building opportunities.

SUBMITTER: Hanna LA

PROVIDER: S-EPMC9326534 | biostudies-literature | 2022 Jul

REPOSITORIES: biostudies-literature

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Publications

The Resilience of Final-Year Pharmacy Students and Aspects of the Course They Found to Be Resilience-Building.

Hanna Lezley-Anne LA Clerkin Simone S Hall Maurice M Craig Rebecca R Hanna Alan A

Pharmacy (Basel, Switzerland) 20220717 4

Background: This work aimed to investigate final year pharmacy students’ resilience (as determined by the CD-RISC-25 tool), whether students considered certain aspects of the course to be resilience-building, and the role of the university in developing this attribute. Methods: Following ethical approval and an invitation to participate, data were collected from consenting students at Queen’s University Belfast via a pre-piloted paper-based questionnaire. Descriptive statistics were performed. T ...[more]

PMID: 35893722

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Project description:BackgroundIn Australia, the profession of pharmacy has undergone many changes to adapt to the needs of the community. In recent years, concerns have been raised with evidence emerging of workforce saturation in traditional pharmacy practice sectors. It is not known how current final year pharmacy students' perceive the different pharmacy career paths in this changing environment. Hence investigating students' current experiences with their pharmacy course, interaction with the profession and developing an understanding of their career intentions would be an important step, as these students would make up a large proportion of future pharmacy workforce.ObjectiveThe objective of this study was thus to investigate final year students' career perspectives and the reasons for choosing pharmacy, satisfaction with this choice of pharmacy as a tertiary course and a possible future career, factors affecting satisfaction and intention of future career paths.MethodsA quantitative cross sectional survey of final year students from 3 Australian universities followed by a qualitative semi-structured interview of a convenience sample of final year students from the University of Sydney.Results'Interest in health and medicine' was the most important reason for choosing pharmacy (n=238). The majority of students were 'somewhat satisfied' with the choice of pharmacy (35.7%) as a course and possible future career. Positive associations were found between satisfaction and reasons for joining pharmacy such as 'felt pharmacy is a good profession' (p=0.003) while negative associations included 'joined pharmacy as a gateway to medicine or dentistry' (p=0.001). Quantitate and qualitative results showed the most frequent perception of community pharmacy was 'changing' while hospital and pharmaceutical industry was described as 'competitive' and 'research' respectively. The highest career intention was community followed by hospital pharmacy.ConclusionComplex factors including university experiences are involved in shaping students' satisfaction and perception of career. This may relate to challenges in the community pharmacy sector, job opportunities in hospital and limited understanding of the pharmaceutical industry. The results offer insight for the profession in terms of entry into various roles and also to pharmacy educators for their roles in shaping curricula and placement experiences that attract future graduates to defined career pathways in pharmacy.

Project description:BackgroundStarting work as a junior doctor can be daunting for any medical student. There are numerous aspects of the hidden curriculum which many students fail to acquire during their training.ObjectivesTo evaluate the effectiveness of a novel foundation year one (FY1) doctor preparation course focusing on certain core topics, practical tips and components of the hidden curriculum. The primary objective was to improve the confidence level and knowledge of final year medical students transitioning to FY1 doctors.MethodA 2-day, practical course titled 'Preparation 2 Practice' delivering hands-on, small-group and lecture-based teaching, covering core medical student undergraduate curriculum topics in medicine and surgery. The course content spanned therapeutics, documentation skills and managing acute clinical tasks encountered by FY1 doctors during an on-call shift. A pre- and post-course survey and knowledge assessment were carried out to assess the effectiveness of the course. The assessment was MCQ-based, derived from topics covered within our course. The 20-question test and a short survey were administered electronically.ResultsTwenty students from a single UK medical school attended the course. 100% participation was observed in the pre- and post-course test and survey. The median post-course test result was 22 (IQR 20.25-23.75) which was higher than the median pre-course test score of 18.75 (IQR 17-21.75). A Wilcoxon sign rank test revealed a statistically significant difference between the pre- and post-course test results (P = .0003). The self-reported confidence score of delegates on starting work as a junior doctor was also significantly higher following the course (P = .004).ConclusionThe results show a significant improvement in perceived confidence and knowledge on core curriculum topics amongst final year medical students having attended our FY1 doctor preparation course. We conclude that there is scope for similar supplementary courses as an adjunct to the undergraduate medical curriculum.

Project description:BackgroundPharmacy students' preparedness to provide pharmaceutical care (PC) is crucial for ensuring optimal patient outcomes. Understanding their self-assessed readiness across different competency areas and identifying barriers can help identify areas for improvement in pharmacy education.ObjectiveThis study aimed to evaluate pharmacy students' perceptions of their preparedness to provide PC across technical, psychological, communication, administrative, and research domains, as well as the perceived barriers.MethodA cross-sectional study was conducted among 278 final year pharmacy students and recent graduates from various institutions in Saudi Arabia. A modified questionnaire, adapted and refined from a previous study, was tailored to the Saudi Arabian context to align with current educational and professional standards in pharmacy practice.ResultsThe majority of the participants were female, aged 24-26, and were predominantly enrolled in the PharmD program. The findings reveal that students generally felt well-prepared in technical, psychological, and communication domains of PC, with median confidence scores of 4 across most skills in these areas. However, they reported moderate confidence in administrative and research skills. Barriers, such as lack of private space for patient counseling and time constraints, were commonly perceived challenges to PC. Females perceived more barriers to providing PC compared to males (p = 0.002). PharmD students reported higher perceived preparedness in technical (p = 0.008), psychological (p = 0.013), and research skills (p = 0.006) compared to B.Pharm students. Additionally, recent graduates felt more prepared in administrative tasks compared to final years students (p = 0.045).ConclusionPharmacy students apperceived themselves as moderately prepared for providing PC, with gaps in administrative and research domains. Additionally, overcoming commonly perceived barriers, such as lack of private counseling spaces and time constraints, may further support students in delivering effective PC. To address the moderate confidence in administrative and research skills, pharmacy curricula should integrate targeted, hands-on training through case-based learning, simulations, and research projects.

Dataset Information

The Resilience of Final-Year Pharmacy Students and Aspects of the Course They Found to Be Resilience-Building.

Background

Methods

Results

Conclusions

Publications

The Resilience of Final-Year Pharmacy Students and Aspects of the Course They Found to Be Resilience-Building.

Similar Datasets

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