Exploring Factors That Influence Student Engagement in Community-Engaged Learning Activities Within a Pharmacy Context

Objective. To investigate and identify factors that enhance and restrict Doctor of Pharmacy student engagement in mandatory and voluntary community-engaged learning activities. Methods. A phenomenological study exploring the motivations and barriers faced by pharmacy students in a mandatory community-engaged learning course and voluntary community-engaged learning activities (eg, community outreach) was conducted using semi-structured interviews. Fifteen students were randomly selected to participate in the interviews. Student responses were analyzed using qualitative thematic analysis. Results. Primary factors motivating student engagement in mandatory community-engaged learning included having structured learning activities for students and incorporating reflective learning. Motivating factors for students participating in voluntary community-engaged learning included personal interest in the topic, convenient location and time of activity, opportunity for career development, and the chance to advocate for the pharmacy profession. Overlapping motivations for both mandatory and voluntary community-engaged learning included developing a better understanding of and broader perspective on the diverse populations in the community and having a positive impact. Common barriers identified included having limited information about student responsibilities, being given a limited student role, and feeling unconfident or unprepared. Conclusion. Students perceived benefits from both mandatory and voluntary participation in community engaged learning activities. However, opportunities exist for identifying and managing barriers to enhancing student engagement in community-engaged learning within a pharmacy program. Additionally, learning tools such as critical reflection can be used to further enhance student engagement with community-engaged learning activities.

Automated summary

This study aimed to investigate and identify factors that enhance and restrict Doctor of Pharmacy student engagement in community-engaged learning activities. The study found that motivations for both mandatory and voluntary engagement included structured learning activities, reflective learning, personal interest, career development, and advocacy for the pharmacy profession. Common barriers identified included limited information about student responsibilities, limited student role, and feelings of unconfidence or unpreparedness. The study concludes that there is a need to manage and address these barriers, and suggests the use of learning tools such as critical reflection to enhance student engagement.