What does this research mean for the field?

In-class attendance provides pharmacy students with non-academic benefits such as professional relationship building, problem-solving practice, and professional identity formation, which can be fostered by authentic and enthusiastic faculty. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To evaluate student pharmacists' perspectives on the benefits of course attendance beyond academic performance and identify instructional strategies that encourage engagement.

August 30, 2026Currents in Pharmacy Teaching and LearningOpen Access

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

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Authors

DBDana R. Bowers CFCheyenne C. Frazier SKSorosh Kherghehpoush

Discussion

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Overview

Qualitative study reveals non-academic benefits of classroom attendance for pharmacy students, indicating that authentic faculty interaction fosters professional identity formation.

Key Points

To evaluate student pharmacists' perspectives on the benefits of course attendance beyond academic performance and identify instructional strategies that encourage engagement.
Conducted 30-minute semi-structured qualitative interviews via Zoom with third-year student pharmacists (N=11) during spring 2024.
Transcribed and evaluated interview responses using deductive coding procedures framed by Piaget's Cognitive Constructivism learning theory.
Participants identified in-person attendance as vital for cultivating peer and faculty relationships, practicing problem-solving skills, and fostering professional identity formation.
Instructor authenticity, sharing of personal clinical experiences, and visible enthusiasm were reported as key faculty attributes that motivate classroom attendance.

Cite This Study

Bowers et al. (2026) studied this question.

synapsesocial.com/papers/6a93f0b06c1a8fb52e79d0b3 https://doi.org/10.1016/j.cptl.2026.102779

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August 30, 2026Currents in Pharmacy Teaching and LearningOpen Access

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

View Full Paper

Ask AI

Bookmark

Authors

DBDana R. Bowers CFCheyenne C. Frazier SKSorosh Kherghehpoush

Discussion

Member takes

Overview

Qualitative study reveals non-academic benefits of classroom attendance for pharmacy students, indicating that authentic faculty interaction fosters professional identity formation.

Key Points

To evaluate student pharmacists' perspectives on the benefits of course attendance beyond academic performance and identify instructional strategies that encourage engagement.
Conducted 30-minute semi-structured qualitative interviews via Zoom with third-year student pharmacists (N=11) during spring 2024.
Transcribed and evaluated interview responses using deductive coding procedures framed by Piaget's Cognitive Constructivism learning theory.
Participants identified in-person attendance as vital for cultivating peer and faculty relationships, practicing problem-solving skills, and fostering professional identity formation.
Instructor authenticity, sharing of personal clinical experiences, and visible enthusiasm were reported as key faculty attributes that motivate classroom attendance.

Cite This Study

Bowers et al. (2026) studied this question.

synapsesocial.com/papers/6a93f0b06c1a8fb52e79d0b3 https://doi.org/10.1016/j.cptl.2026.102779

Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

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