Fostering empathy and social responsibility in pharmacy students through experiential service-learning: A qualitative study

Abstract

Background: Pharmacy education is increasingly incorporating experiential learning approaches to develop holistic healthcare professionals. Key competencies like empathy, social responsibility, and interpersonal skills are essential for patient-centered care. Kolb’s Experiential Learning Theory and Mezirow’s Transformative Learning Theory provide theoretical frameworks for understanding how real-world experiences can foster these essential skills. This study examines how service-learning experiences, such as volunteering, influence first-year pharmacy students’ emotional growth, empathy, and reflective thinking. Objective: To explore the impact of service-learning through volunteering on pharmacy students’ development of empathy, personal reflection, and social responsibility. Kolb’s Experiential Learning Theory and Mezirow’s Transformative Learning Theory are used as analytical frameworks. Methods: This exploratory qualitative study was conducted at Dubai Pharmacy College for Girls (DPCG) in the United Arab Emirates. A purposive sample of first-year Bachelor of Pharmacy students was recruited, and small group discussions were conducted on Microsoft Teams using an interview guide after students’ participation in volunteering experiences at nursing homes for elderly individuals and shelters for children. The data were analyzed using thematic analysis, guided by Braun & Clarke’s framework. Kolb’s learning cycle and Mezirow’s transformative learning model were used to interpret the data and map the themes to students’ emotional and reflective development. Results: The analysis revealed six key themes from the students’ reflections on their service-learning experiences. Emotional growth and personal reflection highlighted how students developed empathy and gratitude for their own lives through interactions with vulnerable populations. They also formed meaningful connections and engagement, building deep relationships with the elderly and children while learning valuable life lessons. Despite challenges and barriers, especially due to COVID-19 restrictions, students created meaningful connections. Kindness in action was evident as students engaged in acts of kindness, such as gift-giving and providing emotional support. Through learning and reflection, students recognized the impact of small gestures and honed essential social and emotional skills. Finally, students suggested improvements, advocating for extended interaction time and continuity in service-learning projects to achieve a more sustained impact. Conclusion: Service-learning activities foster significant emotional growth, empathy, and perspective transformation among pharmacy students. The study demonstrates how hands-on experiences combined with reflection can nurture empathy and social responsibility, contributing to the holistic development of future healthcare professionals.