Using Focus Groups to Explore Evolving Perceptions of Student Pharmacists' Curricular Experiences.

American Journal of Pharmaceutical Education 2020; 84 (1) Article 7122. QUALITATIVE RESEARCH IN PHARMACY EDUCATION Using Focus Groups to Explore Evolving Perceptions of Student Pharmacists’ Curricular Experiences Lindsey E. Moseley, PharmD, MEd,a Channing R. Ford, PhD,a Emily B. Wilkins, PhDb a Auburn University, Harrison School of Pharmacy, Auburn, Alabama1 b University of Dayton, Dayton, Ohio Submitted April 23, 2018; accepted June 24, 2019; published January 2020. Objective. To explore student pharmacists’ shared experiences as they transitioned through the first three years of a Doctor of Pharmacy curriculum, from dependent learners to autonomous contributors. Methods. The researchers used interpretive phenomenology to examine the lived experiences of student pharmacists. Previously gathered focus group data for 309 student pharmacists from the 2015-2016 academic year were explored. A step-wise approach to data analysis was used to perpetuate the natural emergence of themes and alignment with theory. Utilizing Arthur Chickering’s Seven Vectors of Identity Development as a lens, the researchers analyzed findings related to self-realization and identification of purpose. Results. The research team identified several themes associated with the teaching and learning process: professionalism, autonomy, and managing the expectations of the curriculum. A connection between the researchers’ findings and Chickering’s seven vectors was seen as students’ comments demonstrated their progress along the vectors over three academic years. Conclusion. This exploration provided a glimpse into the lived experiences of student pharmacists at three different stages in their journey from dependent learners to autonomous contributors. By comparing students in one year with those in the next, the researchers were able to see the evolution that occurred over time as students became self-authored individuals, which is the ideal outcome for pharmacy graduates. Keywords: seven vectors, academic entitlement, problem-based learning, professional identity, self-authorship developing integrity. Within these vectors, specific developmental achievements are described that inform a student’s ability to transition into an active member of their profession and community at the end of their educational journey. While the complexity of the vectors is minimal, each vector includes a variety of achievements that a student must attain (Figure 1). However, progress in one vector is not reliant on progress in the other vectors for student development to occur. Vectors are fluid and allow students to progress in their own order, traveling back and forth through vectors to achieve the milestones necessary for further identity development. To assess how students will achieve these transitions, it is essential to examine the role of student development theory. A core component of student development stems from the idea that these theories must apply not only to the current generation of students but to future generations as well.4 Another key aspect of understanding a student population is considering how each generation is unique.5 The majority of students in pharmacy and other professional programs today are part of the millennial generation. INTRODUCTION Pharmacy educators have explored student pharmacists’ progression through pharmacy school from various viewpoints; however, there has been limited research focused on capturing the essence of that experience in a holistic, qualitative sense.1-3 College students, including those in professional programs, undergo significant shifts in their development. These include transitions in their professional development, critical thinking, and academic performance.1-3 Chickering’s Identity Development Theory, which focuses on students’ abilities to commune interpersonally and with society as a whole, is one tool researchers can use to explore student development across seven vectors.4 These seven vectors include: developing competence, managing emotions, moving through autonomy toward interdependence, developing mature interpersonal relationships, establishing identity, developing purpose, and Corresponding Author: Lindsey E. Moseley, Auburn University, 2316 Walker Bldg., Auburn, AL 36830 Tel: 334-844-8372. Email: . 83 American Journal of Pharmaceutical Education 2020; 84 (1) Article 7122. Figure 1. Defining Characteristics of Chickering’s Seven Vectors4 Millennials are often thought to be considered special, sheltered, confident, team-oriented, conventional, pressured, and achieving. As millennial students approached college, consumerism was seen as a trend among this generation.6 Both education and pharmacy scholars have reported that millennials expect amenities from their learning environments.7-10 Scholars have discussed the idea of academic entitlement in pharmacy education and have defined it as an attitude in which students expect success without taking responsibility for their own achievement.8,9 This issue remains a concern for pharmacy educators who are navigating the challenges of matriculating student pharmacists of the millennial generation. Students’ consumeristic attitudes often lead to expectations that faculty members will provide convenient education that meets their preferences yet does not require excessive effort on the student’s part.8,9 These students are often hesitant to Figure 2. Impact of Chickering’s Seven Vectors on a Pharmacy Curriculum4 84 American Journal of Pharmaceutical Education 2020; 84 (1) Article 7122. commit time to assignments and may question critical feedback they receive regarding their achievements.7 Hence, it is important when discussing issues concerning teaching and learning to consider how various approaches will impact students’ abilities to transform knowledge into application.11-13 Researchers must also consider the influence faculty members have on fostering critical thinking in students.14,15 Many scholars view academic entitlement and student consumerism as one and the same. If students are the customers, and the customer is always right, it is no wonder that students expect their demands for convenience to be met. This attitude is thought to be characteristic of millennials’ external loci of control, meaning they may carry the perception that outside forces are to blame for their successes or failures.8 These students may not see effort as indicative of achievement, may have low self-esteem, and may value grades over learning. Further, it is important to consider how the Accreditation Council for Pharmacy Education (ACPE) Standards and Guidelines emphasize the development of a student’s clinical understanding and ability to make sound judgements. The third domain of these standards, Approach to Patient Care, includes guidelines for problem-solving and effective ways to deliver pharmacy information. The fourth domain, Personal and Professional Development, outlines guidelines for areas of growth s (...truncated)