RESEARCH ARTICLE: Factors affecting academic self-efficacy and learning experiences of pharmacy students: Insights from a qualitative study in Zambia

Authors

  • Aubrey Chichonyi Kalungia University of Zambia, Zambia http://orcid.org/0000-0003-2554-1236
  • Micheal Chigunta University of Zambia, Zambia
  • James Sichone University of Zambia, Zambia
  • Bugewa Apampa Birmingham City University, United Kingdom
  • Sarah Marshall University of Sussex, United Kingdom
  • Claire May University of Brighton, United Kingdom
  • Georgina Mulundu University of Zambia, Zambia
  • Chiluba Mwila University of Zambia, Zambia https://orcid.org/0000-0003-0160-1222
  • Sekelani Stanley Banda University of Zambia, Zambia https://orcid.org/0000-0001-8729-8062

DOI:

https://doi.org/10.46542/pe.2021.211.133144

Keywords:

Factors, learning experience, pharmacy students, self-efficacy, Zambia

Abstract

Background: Factors influencing how pharmacy students learn and experience pharmaceutical education have not been elucidated in Zambia.     

Aim: To elucidate contextual factors affecting academic self-efficacy and learning experiences among undergraduate pharmacy students at a public university in Zambia.    

Methods: A qualitative study utilising focus group discussions was conducted at the University of Zambia. Thirty-two undergraduate pharmacy students participated in four focus group discussions. Qualitative data were thematically analysed.      

Results: Four themes and eight sub-themes emerged from the data. Notional time management, learning style, and motivation; educational programme-related factors such as course load, the pace of teaching; the learning environment; and assessment practices affected undergraduate pharmacy students’ self-efficacy and learning experiences.

Conclusion: Addressing the student-related, educational programme-related, and the learning environment factors identified in this study will contribute to the improvement of undergraduate pharmacy students’ learning experiences. This is premised to improve their educational outcomes and future practice of pharmaceutical care.

Author Biographies

Aubrey Chichonyi Kalungia, University of Zambia, Zambia

Department of Pharmacy

Micheal Chigunta, University of Zambia, Zambia

Department of Medical Education Development

James Sichone, University of Zambia, Zambia

Department of Medical Education Development

Bugewa Apampa, Birmingham City University, United Kingdom

Professor of Pharmacy

Sarah Marshall, University of Sussex, United Kingdom

Brighton and Sussex Medical School

Claire May, University of Brighton, United Kingdom

School of Pharmacy and Biomolecular Sciences

Georgina Mulundu, University of Zambia, Zambia

Department of Pathology and Microbiology

Chiluba Mwila, University of Zambia, Zambia

Department of Pharmacy

Sekelani Stanley Banda, University of Zambia, Zambia

Department of Medical Education Development

References

Adebayo, D. O. (2006). Workload, Social Support, and Work-School Conflict Among Nigerian Nontraditional Students. Journal of Career Development, 33(2), 125-141. https://doi.org/10.1177/0894845306289674

Alt, D. (2015). Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education. Learning Environments Research, 18(1), 47-67. https://doi.org/10.1007/s10984-015-9174-5

Azmi, N., Ali, A. M., Wong, X. L., & Kumolosasi, E. J. (2014). Internal factors affecting academic performance among pharmacy students in Malaysian public institutions of higher learning. Indian Journal of Pharmaceutical Education and Research, 48(3), 26-33. https://doi.org/10.5530/ijper.48.3.5

Bandura, A. (1997). Self-efficacy: The exercise of control. New York

Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university: What the student does (4th ed.). Berkshire, UK: McGraw-Hill Education

Boud, D. (2001). Introduction: Making the Move to Peer Learning. In D. Boud, R. Cohen, & J. Sampson (Eds.), Peer Learning in Higher Education: Learning From & With Each Other (pp. 1 - 17). London: Kogan Page Ltd

Brown, S., White, S., Wakeling, L., & Naiker, M. (2015). Approaches and Study Skills Inventory for Students (ASSIST) in an introductory course in chemistry. Journal of University Teaching & Learning Practice, 12(3), 1-12. Available at: http://ro.uow.edu.au/jutlp/vol12/iss3/6/

Burnard, P., Gill, P., Stewart, K., Treasure, E., & Chadwick, B. (2008). Analysing and presenting qualitative data. Bdj, 204, 429. https://doi.org/10.1038/sj.bdj.2008.292

Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The psychologist, 26(2), 120-123. Available at: http://www.thepsychologist.org.uk/archive/archive_home.cfm?volumeID=26&editionID=222&ArticleID=2222

Ezeala, C. C., & Siyanga, N. (2015). Analysis of the study skills of undergraduate pharmacy students of the University of Zambia, School of Medicine. Journal of Educational Evaluation for Health Professions, 12(46). https://doi.org/10.3352/jeehp.2015.12

Gwee, M. C. (2003). Peer Learning: Enhancing Student Learning Outcomes. Available at: http://www.cdtl.nus.edu.sg/success/sl13.htm

Hassel, H., & Lourey, J. (2005). The dea(r)th of student responsibility. College Teaching, 53(1), 2-13. https://doi.org/10.3200/CTCH.53.1.2-13

Hassel, K., Sestan, E., Eden, M., & Willis, S. (2007). The UK pharmacy degree: Attrition rates and demographics of non-completers. Pharmacy Education, 7(3), 249 - 256. Available at: http://pharmacyeducation.fip.org/pharmacyeducation/article/download/148/124

Haylock, D. (2007). Key Concepts in Teaching Primary Mathematics. In. London: SAGE Publications Ltd

Health Professions Council of Zambia. (2019). Licensure examinations phased out, replaced with alternative monitoring mechanisms [Press release]. Available at: http://www.moh.gov.zm/?p=6113

Heinesen, E. (2010). Estimating Class-size Effects using Within-school Variation in Subject-specific Classes. The Economic Journal, 120(545), 737-760. https://doi.org/10.1111/j.1468-0297.2009.02301.x

International Pharmaceutical Federation. (2010). FIP Guidelines on Recognition of A Pharmacy Training Programme: Minimum Quantitative Standard For Undergraduate Pharmacy Degree Programme (FIPEd Committee). FIP, UNESCO UniTwin Network

Jepsen, C., & Rivkin, S. (2009). Class size reduction and student achievement the potential tradeoff between teacher quality and class size. Journal of human resources, 44(1), 223-250. https://doi.org/10.3368/jhr.44.1.223

Johnson, I. Y. (2010). Class Size and Student Performance at a Public Research University: A Cross-Classified Model. Research in Higher Education, 51(8), 701-723. https://doi.org/10.1007/s11162-010-9179-y

Kalungia, A. C., Kaonga, P., Munkombwe, D., Mulundu, G., Chigunta, M., Sichone, J., & Banda, S. S. (2019). Development and Evaluation of an Educational Intervention to Enhance Deep Learning and Study Skills among Pharmacy Students in Zambia. Education, 9(4), 68-75. https://doi.org/10.5923/j.edu.20190904.02

Kalungia, A. C., Munkombwe, D., Kaonga, P., Nzala, S., Apampa, B., Mulundu, G., & Banda, S. S. (2019). Learning approach and teaching style preferred by pharmacy students: Implications for educational strategies in Zambia. Pharmacy Education, 19(1), 116-125. Available at: http://pharmacyeducation.fip.org/pharmacyeducation/article/view/739/725

Kalungia, A. C., Muungo, L. T., Marshall, S., Apampa, B., May, C., & Munkombwe, D. (2019). Training of pharmacists in Zambia: Developments, curriculum structure and future perspectives. Pharmacy Education, 19(1), 69-78. Available at: http://54.77.129.155/pharmacyeducation/article/view/638

Kim, M.-K., Patel, R. A., Uchizono, J. A., & Beck, L. (2012). Incorporation of Bloom’s taxonomy into multiple-choice examination questions for a pharmacotherapeutics course. American Journal of Pharmaceutical Education, 76(6), 114. https://doi.org/10.5688/ajpe766114

Kridiotis, C.-A., & Swart, S. (2017). A learning development module to support academically unsuccessful 1st-year medical students. African Journal of Health Professions Education, 9(2), 62-66. https://doi.org/10.7196/AJHPE.2017.v9i2.694

Kuper, A., Lingard, L., & Levinson, W. (2008). Critically appraising qualitative research. BMJ, 337, a1035. https://doi.org/10.1136/bmj.a1035

Kusurkar, R. A., Ten Cate, T. J., Vos, C. M. P., Westers, P., & Croiset, G. (2013). How motivation affects academic performance: a structural equation modelling analysis. Advances in Health Sciences Education, 18(1), 57-69. https://doi.org/10.1007/s10459-012-9354-3

Landis, R. B. (2013). Academic Success Strategies. In R. B. Landis (Ed.), Studying Engineering: A Road Map to a Rewarding Career (4th ed.). Los Angeles: Discovery Press

Lopez, E. (2004). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers. The Review of Higher Education, 27(2), 283-284. https://doi.org/10.1353/rhe.2003.0066

McLean, S. F. (2016). Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature. Journal of Medical Education and Curricular Development, 3, JMECD.S20377. https://doi.org/10.4137/jmecd.S20377

Mlambo, V. (2011). An analysis of some factors affecting student academic performance in an introductory biochemistry course at the University of the West Indies. The Caribbean Teaching Scholar, 1(2), 79 - 92. Available at: https://journals.sta.uwi.edu/ojs/index.php/cts/article/view/10/7

Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification Strategies for Establishing Reliability and Validity in Qualitative Research. International Journal of Qualitative Methods, 1(2), 13-22. https://doi.org/10.1177/160940690200100202

Ofstad, W., & Brunner, L. J. (2013). Team-based learning in pharmacy education. American Journal of Pharmaceutical Education, 77(4), 70. https://doi.org/10.5688/ajpe77470

Persky, A. M., & Pollack, G. M. (2010). Transforming a Large-Class Lecture Course to a Smaller-Group Interactive Course. American Journal of Pharmaceutical Education, 74(9), 170. https://doi.org/10.5688/aj7409170

Pitney, W. A., & Parker, J. (2009). Qualitative research in physical activity and the health professions: Human Kinetics Champaign, IL.

Sandelowski, M. (1993). Rigor or rigor mortis: the problem of rigor in qualitative research revisited. ANS. Advances in nursing science, 16(2), 1-8. https://doi.org/10.1097/00012272-199312000-00002

Sansgiry, S. S., Bhosle, M., & Sail, K. (2006). Factors that affect academic performance among pharmacy students. American Journal of Pharmaceutical Education, 70(5), 104. https://doi.org/10.5688/aj7005104

Sansgiry, S. S., & Sail, K. (2006). Effect of Students' Perceptions of Course Load on Test Anxiety. American Journal of Pharmaceutical Education, 70(2), 26. https://doi.org/10.5688/aj700226

Sariem, C. N., Fwangshak, F. D., Shalkur, D., & Adeniyi, M. A. (2014). Factors affecting academic performance of Pharmacy students in the University of Jos, Nigeria. Journal of Pharmacy & Bioresources, 11(2), 85-92. Available at: http://cactus.unijos.edu.ng/jspui/handle/123456789/1332

Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., Burroughs, H., & Jinks, C. (2018). Saturation in qualitative research: exploring its conceptualization and operationalization. Quality & Quantity, 52(4), 1893-1907. https://doi.org/10.1007/s11135-017-0574-8

Stalmeijer, R. E., McNaughton, N., & Van Mook, W. N. K. A. (2014). Using focus groups in medical education research: AMEE Guide No. 91. Medical Teacher, 36(11), 923-939. https://doi.org/10.3109/0142159x.2014.917165

Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349-357. https://doi.org/10.1093/intqhc/mzm042

University of South Africa. (2017). Qualifications: credits, modules and NQF levels. Available at: https://www.unisa.ac.za/sites/corporate/default/Apply-for-admission/Student-fees-and-funding-your-studies/Qualifications:-credits,-modules-and-NQF-levels

University of Zambia – Department of Medical Education Development. (2016). A preliminary report of teaching and learning at the School of Medicine, University of Zambia 2015-2016 (01)

Downloads

Published

24-06-2021

How to Cite

Kalungia, A. C., Chigunta, M., Sichone, J., Apampa, B., Marshall, S., May, C., Mulundu, G., Mwila, C., & Banda, S. S. (2021). RESEARCH ARTICLE: Factors affecting academic self-efficacy and learning experiences of pharmacy students: Insights from a qualitative study in Zambia. Pharmacy Education, 21, p. 133–144. https://doi.org/10.46542/pe.2021.211.133144

Issue

Section

Research Article