Classroom attendance: Factors and perceptions of students and faculty in US schools of pharmacy

Abstract

ObjectivesTo determine which factors most influence pharmacy students’ decision to skip class from the perspective of students and faculty in schools of pharmacy in the United States. In addition, a secondary goal was to assess perceptions about the importance of classroom attendance. MethodsUsing self-explicated methodology, a survey was developed that assessed course and instructor attributes and factors, attitudes, and perceptions surrounding student decisions to skip class. The survey was administered electronically to students and faculty at six pharmacy schools. Student–faculty comparisons were made to identify areas of disagreement. ResultsThe top course-related attributes for why students skip class were access to digital recordings of class, access to internet-streamed class, and the provision of detailed handouts with class time offering little new information. The top instructor-related attributes for why students skip class were instructors who predominately lecture, who are dull and boring, and who lack organization. Students also were asked to identify circumstances in which they have actually skipped class and 69% of students marked they missed class to get other schoolwork done, and over 50% marked because they had an exam that day. When asked about the importance of attendance, students and faculty felt attendance was part of professionalism and impacted their grade. Other factors related to attendance are reported. ConclusionsIn general, there was agreement between students and faculty on why students skip class, but not on the need for attendance policies.