Impact of COVID-19 on the academic performance and mental health of HBCU pharmacy students.

INTRODUCTION: The COVID-19 pandemic has increased the use of distance learning, which may hinder academic success. Moreover, students at Historically Black Colleges and Universities (HBCUs) have been adversely affected by COVID-19. The purpose of this study was to assess the impact of online/hybrid learning on the academic performance and mental health of HBCU pharmacy students during COVID-19. METHODS: A survey was developed to assess how COVID-19 affected the mental health and academic performance of pharmacy students who attend a HBCU. The survey collected demographic information and student responses using a Likert-type, multiple-choice, and select all that apply questions. RESULTS: Most participants were women, African American, unemployed, and between the ages of 18 to 25. Most students did not experience a confirmed case of COVID-19 while enrolled. The majority of participants self-identified as visual learners, and most students somewhat or strongly agreed that online learning created a feeling of isolation from teachers and classmates. Furthermore, most students somewhat or strongly agreed that online learning during COVID-19 negatively affected their stress levels and mental health. Many students also disagreed that the faculty displayed empathy towards students during the COVID-19 pandemic. CONCLUSIONS: Though most students felt isolated and changed their study habits during COVID-19, they were allowed to freely manage their time and did not find it more challenging to learn and retain information. Unfortunately, mental health and stress levels were negatively impacte,d and there was a significant number of students that felt there was a lack of empathy from faculty members.

Program Evaluation Through the Use of Logic Models.

INTRODUCTION: In order to effectively design and evaluate the effectiveness of a new clinical program or intervention, pharmacists must be equipped with the skills and knowledge that are obtained by familiarity and use of a logic model. Currently, most pharmacy school curricula do not include logic model exercises to instill these necessary skills into the knowledge base of doctor of pharmacy students. This report provides understanding of how a logic model can be permanently implemented into pharmacy curricula in order to develop critical thinking skills that will allow students to become more well-rounded in their future practice of pharmacy. METHODS: A 23-point questionnaire was developed by the principal investigator, primarily based on feedback from the student reflection papers and areas of interest with the author's prior experience and use of logic models. They were distributed to assess the knowledge, attitudes, and perspectives of students enrolled or previously enrolled in the course. RESULTS: Questionnaires were received from 128 students, representing approximately 32% of those provided the opportunity to participate. The majority of students (72.98%) viewed the potential benefits of learning about logic models favorably. Overall, 64.86% of students agreed that the experience gained through constructing their own logic model was an intellectually stimulating activity. CONCLUSIONS: The logic model is an effective tool that can be used to teach pharmacy students how planned program development would contribute to combating various public health issues.