Work

The non-performance-based benefits of attendance: a qualitative study of third year doctor of pharmacy students

Year: 2026

Type: article

Abstract: INTRODUCTION: Previous studies have analyzed the relationship between student attendance and academic performance, but few evaluate the less tangible benefits of attendance, such as forming a professional identity, practicing professionalism, and building camaraderie with peers and faculty. This study sought to gather and qualitatively evaluate the experiences of student pharmacists regarding course attendance, to understand possible benefits of course attendance beyond academic performance, and to identify opportunities for faculty to modify course design and teaching style to enhance student attendance and engagement. METHODS: Semi-structured qualitative key informant interviews were conducted with student pharmacists from the class of 2025. An interview script was developed to collect student perspectives about course attendance and benefits of participation beyond academic performance. Interviews were conducted via Zoom and were transcribed and evaluated using deductive coding procures and Piaget's Cognitive Constructivism learning theory as a framework. RESULTS: Thirty-minute interviews were conducted with 11 student pharmacists during spring 2024. Student pharmacists found in-class attendance helpful for building professional relationships between student peers and faculty, practicing problem-solving skills, and creating opportunities for professional identity formation. Faculty can encourage student attendance by showing authenticity, bringing personal experiences into the classroom, and demonstrating enthusiasm. CONCLUSION: With increasing absenteeism among student pharmacists, faculty play an important role in ensuring an engaging classroom environment to influence student desire to attend class. Students believe having faculty experts providing authentic interactions is important. Students are motivated to attend class when they understand the benefits extend beyond course performance and towards their identity formation as a pharmacist.

Source: Currents in Pharmacy Teaching and Learning

DOI: 10.1016/j.cptl.2026.102779

Authors: Dana R. Bowers, Cheyenne C. Frazier, Sorosh Kherghehpoush, Kimberly C. McKeirnan

Institutions: Washington State University Spokane, Washington State University, University of California, Irvine Medical Center

Language: English

Topic: Innovations in Educational Methods

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,150