Open AccessFactors affecting academic self-efficacy and learning experiences of pharmacy students: Insights from a qualitative study in Zambia
Author(s) -
Aubrey Chichonyi Kalungia,
Micheal Chigunta,
James Maimbo Sichone,
Bugewa Apampa,
Stephen Marshall,
Claire May,
Georgina Mulundu,
Chiluba Mwila,
Sekelani S. Banda
Publication year - 2021
Publication title -
pharmacy education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.198
H-Index - 17
eISSN - 1477-2701
pISSN - 1560-2214
DOI - 10.46542/pe.2021.211.133144
Subject(s) - pharmacy , focus group , medical education , qualitative research , pace , pharmacy practice , psychology , medicine , pedagogy , nursing , sociology , social science , geodesy , anthropology , geography
Background: Factors influencing how pharmacy students learn and experience pharmaceutical education have not been elucidated in Zambia.Aim: To elucidate contextual factors affecting academic self-efficacy and learning experiences among undergraduate pharmacy students at a public university in Zambia. Methods: A qualitative study utilising focus group discussions was conducted at the University of Zambia. Thirty-two undergraduate pharmacy students participated in four focus group discussions. Qualitative data were thematically analysed.Results: Four themes and eight sub-themes emerged from the data. Notional time management, learning style, and motivation; educational programme-related factors such as course load, the pace of teaching; the learning environment; and assessment practices affected undergraduate pharmacy students’ self-efficacy and learning experiences.Conclusion: Addressing the student-related, educational programme-related, and the learning environment factors identified in this study will contribute to the improvement of undergraduate pharmacy students’ learning experiences. This is premised to improve their educational outcomes and future practice of pharmaceutical care.