A longitudinal analysis of first professional year pharmacy student well-being
Open accessAbstract
Objective. To assess and characterize Doctor of Pharmacy (PharmD) students’ well-being across the first professional year (P1) and determine the relationship between the number of examinations taken, student grade point average, and well-being scores. Methods. All P1 students (N=76) enrolled at one college of pharmacy self-reported their career, community, financial, physical, social, and overall well-being on a weekly basis during the fall and spring semesters. Parametric statistical tests were used to examine the extent to which students’ well-being scores varied throughout the academic year, the extent to which their domain-specific well-being scores predicted overall well-being scores, and the association between their well-being scores and the number of examinations they had taken in a week and their grade point average. Results. Overall and domain-specific well-being scores significantly decreased from the beginning to the end of fall semester. Students’ overall well-being across the academic year was most frequently predicted by their career well-being, physical well-being, and social well-being scores. Career, community, physical, and overall well-being scores were significantly negatively associated with the number of examinations the students completed during the week. Students’ self-reported overall well-being during the fall semester was positively associated with their fall semester GPA. Conclusion. Significant variation was found in students’ domain-specific and overall well-being across the P1 year. These findings can guide both the development and timing of school interventions to promote student well-being.
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Pharmacy educators have expressed concern over student well-being and advocated for intentional efforts to improve it.
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- Authors
- Hagemeier, N. E., Carlson, T. S., Roberts, C. L., & Thomas, M.
- Affiliations
- East Tennessee State University (US)
- Venue
- American Journal of Pharmaceutical Education
- Publisher
- Elsevier BV
- Published
- 2020-07
- Volume
- 84
- Issue
- 7
- Pages
- ajpe7735
- ISSN
- 0002-9459 (ISSN-L)
- PMC
- PMC7405294
- OpenAlex
- W3007086012
- Cited by
- 20
- References
- 28
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 3 · 2023: 4 · 2022: 2 · 2021: 5 · 2020: 3
- FWCI
- 3.65
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- American Journal of Pharmaceutical Education (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Digital Commons - East Tennessee State University (East Tennessee State University) (submittedVersion)
- Topics
- Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Health Sciences › Health Professions › General Health Professions › Doctoral Education Challenges and Solutions
- Keywords
- student well-being, pharmacy students, career well-being, community well-being, physical well-being, social well-being, academic workload, grade point average, well-being interventions
- MeSH terms
- Curriculum, Education, Pharmacy, Educational Measurement, Female, Humans, Longitudinal Studies, Male, Pharmacy, Schools, Pharmacy, Students, Pharmacy
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