Academic Help-Seeking Behavior Among Student Pharmacists

Abstract

Objectives. To identify factors associated with academic help-seeking behavior among student pharmacists at a public university. Methods. Semi-structured focus group interviews were conducted to explore in depth perceptions of facilitators of and barriers to the help-seeking behavior and academic achievement of student pharmacists who had received a D or F grade in any year. A 4-part survey instrument was developed and administered to all student pharmacists and included sections for (1) attitudes and academic helpseeking behavior, (2) health status, (3) demographics, and (4) open comments. A structural equation modeling approach was used to assess relationships among domains of interest. Results. Three student focus groups noted that helpfulness of faculty members and school administrators were 2 prominent facilitators of help-seeking behavior and academic achievement. Diminished quality of life caused by stress and depression was the primary barrier to help-seeking and achievement. Three hundred four (68.6%) student pharmacists completed the survey instrument. Academic help-seeking behavior was influenced mostly by perceived academic competence and perceived faculty helpfulness. In contrast, ambivalence and perception of help-seeking as threatening were 2 factors that were negatively associated with academic help-seeking behavior. Conclusions. Academic help-seeking behavior was positively related to greater perceived academic competence and positive relationships among student pharmacists and faculty members.

Factors Associated With Health-Related Quality of Life of Student Pharmacists

“…Additional details concerning the data collection process are described in the paper on academic helpseeking behavior, the first phase of this research project. 15 The study protocol was approved by the University of Arkansas for Medical Sciences Institution Review Board.…”

“…Identifying these associations will allow institutions to improve the health and wellness of their student pharmacists and, hopefully, improve student success in pharmacy programs. We previously reported factors associated with academic help-seeking behavior 15 which was 1 of the 2 objectives of this project.…”

“…3 Students' academic performance is affected by a multitude of factors that include attitude toward their educational program, perceived academic competence, self-driven regulation of learning, self-test directedness (willingness to test one's own study ability), ego-orientation, and help-seeking behavior. 15 When students feel unsure about their career choice or chosen college or school of pharmacy, they may not perform well or exert appropriate effort toward their academic goals. Perceived academic competence, self-driven regulation of learning, and self-test directedness contribute to a greater level of individual self-efficacy.…”

“…[22][23][24] Ego orientation (the perceived ability relative to others) is categorized as either self-defeating (performance avoidance goals) or self-enhancing (performance approach goals). [25][26][27] Students with high levels of self-defeating ego orientation may experience more stress and avoid seeking help, 15 which may lead to decreased HRQoL. Our objective for this study was to measure the HRQoL of student pharmacists at the University of Arkansas for Medical Sciences College of Pharmacy (UAMSCOP) and explore the impact that factors such as perception toward pharmacy education, perceived self-efficacy, ego orientation, and academic help-seeking behaviors have on student pharmacist HRQoL.…”

A Roadmap for Educational Research in Pharmacy

“…49 A common example of mixed methods research in pharmacy education involves the use of qualitative data from focus groups or interviews to triangulate or provide further insight into findings from surveys, data models, or questionnaires. 50,51 …”