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