Navigating the shift: Experiences of pharmacy students transitioning from preclinical to clinical education in Kenya
DOI:
https://doi.org/10.46542/pe.2026.261.6274Keywords:
Academic stress, Clinical skill, Clinical transition, Kenya, Pharmacy education, Pharmacy studentAbstract
Background: Pharmacy education evolves significantly, with increased learning demands as students progress from preclinical to clinical years. This study investigated the factors influencing the transition experience of pharmacy students at Jomo Kenyatta University of Agriculture and Technology in Kenya.
Methods: This cross-sectional study was conducted using structured questionnaires distributed to 120 students, along with focus group discussions involving a purposive sample. Quantitative data were analysed using SPSS (version 22), with chi-square tests applied to assess associations between sociodemographic factors and transition experiences.
Results: The transition was perceived as challenging by 60.8% of students, with 67.5% feeling unprepared for medical technical skills. Increased workload (88.3%) and severe stress (77.5%) were the most reported challenges. Despite these difficulties, 54.2% of students indicated that the transition impacted their career aspirations positively. Support from family, peers, and faculty played a critical role (p = 0.0034), with males reporting an easier transition than females (p = 0.0419).
Conclusion: Pharmacy students encounter significant challenges when transitioning to clinical years, suggesting an urgent need to strengthen support systems to enhance adaptability and academic success.
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