Student Stress in a Three-Year Doctor of Pharmacy Program Using a Mastery Learning Educational Model

Abstract

Objective. To identify stress and stress-relieving mechanisms among second-year pharmacy students in a 3-year doctor of pharmacy (PharmD) program using a Mastery Learning Educational Model and to compare findings with those from a 4-year program. Methods. Second-year PharmD students in a 3-year program were asked to complete a series of questionnaires including the Perceived Stress Scale (PSS) regarding stress and stress-relieving activities.Results. The average PSS score for the 3-year PharmD cohort was significantly higher than the score of demographically similar students enrolled in a 4-year PharmD program (P 5 0.04). There were significant differences between the 2 groups' scores on 5 items on the PSS including how often they: were upset because something happened unexpectedly, felt unable to control important things, felt nervous and stressed, thought about things that had to be accomplished, and were able to control the way they spent their time. The rate of prescription drug misuse among those in the 3-year PharmD program was 11.6%. Conclusions. Students in a 3-year PharmD program with a unique educational model experienced more stress than students in a traditional 4-year PharmD program.

A Comparative Analysis of Perceptions of Pharmacy Students’ Stress and Stressors across Two Multicampus Universities

“…29,30 It is concerning that at least 33% of the students at three of the campuses used alcohol to manage stress. This is analogous with other research that has linked the role of student stress to high tobacco, 31 alcohol, 8,9,32 and drug use. 8,33 Oliver et al demonstrated that more hazardous alcohol consumption was prevalent among pharmacy students at the main campus than students in the branch campus.…”

“…This is analogous with other research that has linked the role of student stress to high tobacco, 31 alcohol, 8,9,32 and drug use. 8,33 Oliver et al demonstrated that more hazardous alcohol consumption was prevalent among pharmacy students at the main campus than students in the branch campus. 9 Alcohol may be the drug of choice for coping with workload stress, and schools should develop workshops or programs that show students other ways to manage stress and encourage students to seek out these resources.…”

“…7 Severe stress among pharmacy students resulted in the use of prescription and nonprescription drugs and abuse of alcohol. 8,9 Frick et al's survey of 95 secondyear pharmacy students enrolled in a 3-year accelerated PharmD program found that 30.5% of the respondents used prescription or nonprescription drugs to alleviate anxiety or aid sleep, and 41.1% used alcohol for stress. 8 Oliver et al's cross-sectional survey of 349 students found that pharmacy students who self-reported using alcohol as a means of coping were more likely to also report hazardous or harmful use of alcohol.…”

“…8,9 Frick et al's survey of 95 secondyear pharmacy students enrolled in a 3-year accelerated PharmD program found that 30.5% of the respondents used prescription or nonprescription drugs to alleviate anxiety or aid sleep, and 41.1% used alcohol for stress. 8 Oliver et al's cross-sectional survey of 349 students found that pharmacy students who self-reported using alcohol as a means of coping were more likely to also report hazardous or harmful use of alcohol. 9 This finding is consistent with other research on the role motives play in alcohol use and alcohol related issues.…”

A Model for Curricular Quality Assessment and Improvement

“…For example, one college investigated student burnout in its new distance learning program 39 and another assessed perceived stress of students in a 3-year doctor of pharmacy program. 40 Students' attainment of nonacademic curricular and course outcomes can be assessed in a variety of ways and levels in the classroom, during clinical training, and postgraduation. Professional training presents challenges in instilling traditional values of altruism, responsibility, accountability, and other professional attributes.…”