The Impact of Cocurricular Engagement on Doctor of Pharmacy Students’ Personal and Professional Development

Abstract

ObjectiveTo explore how third-year students in 4-year Doctor of Pharmacy programs make meaning of their participation in cocurricular activities relative to their personal and professional development, and to determine the extent to which any perceived learning outcomes identified by the students align with the personal and professional development skills required for new Doctor of Pharmacy graduates, as identified in Standard 4 of the Accreditation Council for Pharmacy Education Standard 4. MethodsSeventy third-year Doctor of Pharmacy students across 4 schools/colleges of pharmacy were interviewed and completed a preinterview survey to gather demographic data. Data were analyzed through an inductive, iterative process, which was completed multiple times until theoretical ideas were formulated through a deductive process. ResultsEight themes were identified through the interview process, each intersecting with 1 or more of the Key Elements identified in Standard 4 as desired learning outcomes (self-awareness, leadership, innovation, and professionalism), suggesting a strong connection between students’ perception of their cocurricular engagement and their personal and professional development. ConclusionThis study broadens the scope of knowledge relative to students’ perceived learning outcomes resulting from their cocurricular involvement beyond the prior scope of related literature. Results point to multiple action items for educators to better support students in their personal and professional development through cocurricular engagement.