Impact of a co-curricular, e-learning activity on pharmacy student knowledge of laboratory values

Challenges to Implementation of the Co-Curriculum in Accredited Pharmacy Programs

Objective. To determine areas of concern, and challenges to implementing and assessing the co-curriculum in accredited Doctor of Pharmacy programs, along with how confident programs are in their ability to meet the co-curriculum requirement as mandated by the Accreditation Council for Pharmacy Education (ACPE).Methods. A survey was administered to all ACPE-accredited pharmacy programs to collect information regarding areas of concern, challenges, and confidence in their ability to meet the co-curriculum requirement. The frequency of responses to items are presented along with comparisons based on characteristics, including institution type, cohort size, most recent ACPE accreditation review, and supporting offices.Results. The most common concerns centered on the documentation and assessment process. The most commonly reported challenges were lack of enthusiasm or buy-in from faculty, staff, and students; lack of a clear definition of co-curriculum; and faculty time and insufficient staff. Overall, programs had a high level of confidence in their ability to meet the requirements for co-curriculum. The only differences found were related to supporting offices and cohort size.Conclusion. The results suggest that having supporting offices may reduce the co-curriculum burden. Similarly, student cohort size may have an impact on the challenges for some programs, particularly those with moderate-sized cohorts reporting challenges related to faculty and staff. Further research is needed to determine how programs address these critical issues, and to explore whether programs report differently on these areas after completing an accreditation review. The study results may be useful to members of the Academy when evaluating co-curriculum.

Student perceptions of co-curricular activities on pharmacy education: A review

BACKGROUND

The Accreditation Council for Pharmacy Education Standards 2016 emphasize the incorporation of a co-curriculum in pharmacy education. However, how students perceive the value of these activities is still unclear. The objectives of this study were to (1) describe how students perceive co-curricular involvement, (2) identify barriers that impede student engagement in co-curricular activities, and (3) assess the influence of co-curricular activities on academic performance.

METHODS

A literature search was conducted using the Cumulative Index of Nursing and Allied Health Literature, Academic Search Complete, PsycInfo, Web of Science, Scopus, PubMed, and ProQuest Central databases. Search terms used within each database were "co-curricular" AND "pharmacy learning OR pharmacy education OR pharmacy student." Studies were included in the review if they addressed pharmacy student perceptions of or barriers to co-curricular activity.

RESULTS

Eleven studies met the criteria for inclusion. Student perceptions of co-curricular activities were consistently positive, reflecting perceived improvement in self-confidence and abilities. Barriers to student engagement included voluntary participation and student's limited scope of practice. Engagement in co-curricular activities also improved academic performance and clinical knowledge.

IMPLICATIONS

Co-curricular activities have a perceived positive impact on student confidence and abilities as practitioners. Participation in co-curricular activities provides benefits to students in their academic, professional, and personal development in ways that are not always supported in a didactic curriculum. Incorporating co-curricular activity is justified from the student perspective in the framework of pharmacy student development and maturation.