Assessing Factors that Influence Pharmacy Student Burnout and Identifying Recommendations to Support Student Well-being

Abstract

Literature indicates concerning rates of burnout and declining well-being among students. While well-being initiatives have increased, a gap exists in identifying factors that impact pharmacy student well-being. The purpose of this study was to explore factors students perceive influence their burnout and identify recommendations to improve student well-being. First- (PY1), second- (PY2), and third-year (PY3) pharmacy students enrolled in the didactic curriculum were invited to participate in this exploratory study. Focus groups were organized by program year to explore experiences that may be unique to each group. A semi-structured interview format was used to discuss factors contributing to student burnout and fulfillment as well as solicit recommendations for strategies to improve student well-being. Inductive coding was used to identify themes. Twelve students participated in six sessions: one PY1 interview (n=1 student), one PY2 focus group (n=2 students) and one PY2 interview (n=1 student), and three PY3 focus groups (n=2-3 students/focus group). Common factors identified as contributing towards burnout included having too little time, overwhelming academic workload, competitive culture, and non-coursework commitments. Factors contributing to student fulfillment included life outside of pharmacy school, well-being resources, and activities aligned with future goals. Participants recommended several strategies to improve student well-being, including curricular changes (eg, course schedule layout, pass/fail grading), culture strategies, and well-being resources. Findings underscore the impact of workload and competitive culture on student burnout. This study fills a literature gap regarding factors influencing student burnout, and informs strategies for fostering student well-being in pharmacy education.