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Pharmacy student stress with transition to online education during the COVID-19 pandemic. | LitMetric

Pharmacy student stress with transition to online education during the COVID-19 pandemic.

Curr Pharm Teach Learn

Department of Pharmacy Practice, Administration, & Research, School of Pharmacy, Marshall University, One John Marshall Dr., Huntington, WV 25755, United States. Electronic address:

Published: August 2021

Introduction: Pharmacy student-perceived stress may impact academic experiences. This research aimed to investigate whether there was an increase in student-perceived stress due to the COVID-19 pandemic.

Methods: Current pharmacy students were surveyed in May 2020 at a public pharmacy school that utilizes an active learning design and follows a flipped classroom approach. In addition to measuring perceived stress, the survey measured coping behaviors, self-efficacy, and emotional status. The collected data were compared with archived data that were collected for internal use in 2018. Student's t-test analyses were used to compare 2020 with 2018 data.

Results: A total of 66 students completed the 2020 survey (response rate 26.2%) and 192 students completed the 2018 survey (response rate 63.2%). On a scale from 0 (never or not applicable) to 5 (multiple times each day), average student-perceived stress was 1.75 (SD = 0.93) in 2020. This value of perceived stress presented a slight, but not statistically significant, reduction from 1.85 (SD = 1.04) in 2018. Comparing 2018 and 2020 datasets showed no significant differences in coping behavior, self-efficacy, or emotional status.

Conclusions: Based on the sample with the lower response rate that completed the survey in 2020, student-perceived stress did not increase during online, remote learning associated with the COVID-19 pandemic as compared to the sample with a higher response rate prior to the pandemic. Perhaps the COVID-19 related changes were seamless to students due to their aptitude for remote, online learning.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC9761063PMC
http://dx.doi.org/10.1016/j.cptl.2021.06.011DOI Listing

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