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.
Keywords: Co-curricular; Pharmacy; Pharmacy education; Professionalism; Qualitative research.
Copyright © 2022 Elsevier Inc. All rights reserved.