Assessment of student well-being and identification of associated factors

Abstract

Objective

The current study assessed the well-being of PharmD students in the first through third professional years (PY) utilizing an internally developed survey.

Methods

A survey was administered in Spring 2022 to students at one school, which contained five-point Likert scale items measuring factors of well-being (life balance, connectivity, inclusivity, and faculty support), in addition to background variables and an open-ended item asking what program changes would improve students' well-being. Descriptive statistics were examined along with ordinary least squares regression models with PY, gender, ethnicity, and residency (local versus non-local) examined as predictors. Open-ended responses were coded using a thematic analysis approach.

Results

A total of 253 (75 % response rate) students completed the survey. The summation of, “life balance” items had the lowest mean (M = 2.84, SD = 0.77) and, “inclusivity” items (M = 3.60, SD = 0.88) had the highest mean. PY2 and PY3 students both had higher scores on the life balance items, PY2 students had higher scores on the faculty support items. Females had lower scores on the life balance items. Blacks/Hispanics had lower scores on items pertaining to inclusivity and connectivity. Students commented that improving faculty-student engagement, the scheduling or frequency of exams, and improving student-student engagement could improve well-being.

Conclusion

It is important to develop a methodical plan to assess and address student well-being. This study assessed multiple factors of well-being and found differences based on professional year, gender, and race/ethnicity. Based on the results of the study, relevant changes were made at our institution.