Peer-Reviewed Articles

Perceived stress, academic self concept, and coping strategies of pharmacy students
Lena M. Maynor, Gina Carbonara Baugh

Predictors of Academic Difficulty in a Doctor of Pharmacy Program
Wendy C. Cox, Helen Smith, Susan J. Blalock

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Perceived stress, academic self concept, and coping strategies of pharmacy

Lena M. Maynor, PharmD, BCPS, Clinical Assistant Professor, Department of Clinical Pharmacy, West Virginia University School of Pharmacy, Morgantown, WV
Gina Carbonara Baugh, PharmD, Clinical Assistant Professor, Director of Introductory Experiential Pharmacy Practices, Department of Clinical Pharmacy, West Virginia University School of Pharmacy, Morgantown, WV

Objectives: The objective of this study was to determine if a relationship exists between levels of perceived stress and academic self-concept in pharmacy students. Additionally, the study sought to determine if levels of perceived stress are elevated in pharmacy students and to characterize coping strategies for stress used by pharmacy students.

Methods: First-, second-, and third-year pharmacy students were asked to complete three surveys used to measure perceived stress, academic self-concept, and coping strategies late in the fall semester.

Results: Levels of perceived stress and academic self-concept were high in pharmacy students; however, high levels of perceived stress negatively impacted academic self-concept. Students in the cohort employ mostly positive coping strategies to deal with stress.

Conclusions: While both levels of stress and academic self-concept are high in pharmacy students, it is important to recognize the impact of stress on academic self-concept in pharmacy students.

Key words: pharmacy students, stress, self-concept, coping

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Predictors of Academic Difficulty in a Doctor of Pharmacy Program

Wendy C. Cox, PharmD, Assistant Dean for Professional Education, UNC Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill, NC
Helen Smith, MR PharmS, Prince Charles Hospital, Merthyr Tydfil, South Wales, While working on research: Master of Pharmacy Candidate Welsh School of Pharmacy, Cardiff University (UK)
Susan J. Blalock, PhD, MPH, Vice-chair, Division of Pharmaceutical Outcomes and Policy, UNC Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill, NC

Objectives: To identify predictors of academic difficulty at the UNC Eshelman School of Pharmacy at the University of North Carolina at Chapel Hill.

Methods: Variables collected during the admissions process were compared between students who experienced academic difficulty over a five-year period and a group of randomly selected students enrolled in the School during the same period who had not experienced academic difficulty. Results: After controlling for all predictors in a logistic regression model, only two predictors remained statistically significant: GPA upon admission and race.

Conclusions: Early identification of students who are at highest risk of experiencing academic difficulty may be helpful for schools of pharmacy. Recommendations to help ensure success include implementing additional academic counselling and support to assist students. Collecting information on students who experience progression problems prospectively to identify trends may also aid in anticipating and preventing student difficulty.

Keywords: pharmacy students, academic difficulty, predictors, PCAT, GPA

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March 2012