Omar F Attarabeen1, Chelsea Gresham-Dolby2, Kimberly Broedel-Zaugg3. 1. Department of Pharmacy Practice, Administration, & Research, School of Pharmacy, Marshall University, One John Marshall Dr., Huntington, WV 25755, United States. Electronic address: attarabeen@marshall.com. 2. Department of Pharmacy Practice, Administration, & Research, School of Pharmacy, Marshall University, One John Marshall Dr., Huntington, WV 25755, United States. Electronic address: gresham11@marshall.edu. 3. Department of Pharmacy Practice, Administration, & Research, School of Pharmacy, Marshall University, One John Marshall Dr., Huntington, WV 25755, United States. Electronic address: broedelzaugg@marshall.edu.
Abstract
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.
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.
Authors: Ahmad A Shahba; Zaid Alashban; Ibrahim Sales; Abdelrahman Y Sherif; Osman Yusuf Journal: Int J Environ Res Public Health Date: 2022-03-25 Impact factor: 3.390