Pharmacy students' perspectives regarding co-curricular activities: Qualitative findings.

INTRODUCTION: This study was designed to understand better how co-curricular activities help pharmacy students develop professionally. Because the Accreditation Council for Pharmacy Education Standards require new pharmacy graduates to be competent and professional, and professionalism is often learned outside of the classroom, co-curricular activities are essential in developing these skills. We sought to gain students' own perceptions of a co-curricular program and the associated activities using qualitative methods. METHODS: A qualitative phenomenological analysis of transcripts of interviews with 10 doctor of pharmacy students was conducted. Students were interviewed in a semi-structured format. Transcripts of the interviews were reviewed and coded for recurring themes. RESULTS: The results highlight two themes: (1) professional identity enhancement and (2) professional advancement. The first theme was further divided into two subthemes: (a) enhanced self-understanding and (b) empathetic, better seeing patients as whole persons. The second theme was further divided into three subthemes: (a) co-curricular activities introduced students to different vocational options, (b) co-curricular activities enhanced students' leadership skills, and (c) co-curricular activities fostered students to better interact with their patients. CONCLUSIONS: Results from the present study can be utilized by doctor of pharmacy program administrators and faculty members who oversee pharmacy education. The findings redouble the value of co-curricular activities and suggest that they should be integral aspects of students' education and integrated into pharmacy expected program outcomes.

Perceived Parameters of Christian Pharmacy Students' Faith-Sharing in Clinical Settings.

Our interdisciplinary team (which included professionals from nursing, pharmacy, allied health, and psychology) conducted in-depth, semi-structured interviews with pharmacy students (n = 14) who were presently in a clinical rotation. When conducting the phenomenological, qualitative research study, we explored how students framed their respective experiences of incorporating spirituality into their clinical work. Three themes emerged from the interviews: (1) The students reportedly viewed their main role as being more of a support person than an evangelist, (2) They framed their influence from the perspective of so-called faith flags, and (3) They perceived more opportunities for influence with their coworkers than with patients. We discuss the findings in light of published findings and also in terms of how health care workers frame the concept of "ministry."