Student Perceptions Of Co-Curricular Activities On Pharmacy Education: A Review

Background: TheAccreditation Council for Pharmacy Education Standards 2016emphasize the incorporation of a co-curriculumin pharmacy education. However, howstudents perceive the value of these activities is still unclear. The objectives of this study were to (1) describe how students perceive cocurricular involvement, (2) identify barriers that impede student engagement in co-curricular activities, and (3) assess the influence of co-curricular activities on academic performance. Methods: A literature searchwas conducted using the Cumulative Index of Nursing and Allied Health Literature, Academic Search Complete, PsycInfo, Web of Science, Scopus, PubMed, and ProQuest Central databases. Search terms used within each database were "co-curricular" AND "pharmacy learning OR pharmacy education OR pharmacy student." Studieswere included in the review if they addressed pharmacy student perceptions of or barriers to co-curricular activity. Results: Eleven studies met the criteria for inclusion. Student perceptions of co-curricular activities were consistently positive, reflecting perceived improvement in self-confidence and abilities. Barriers to student engagement included voluntary participation and student's limited scope of practice. Engagement in co- curricular activities also improved academic performance and clinical knowledge. Implications: Co-curricular activities have a perceived positive impact on student confidence and abilities as practitioners. Participation in co-curricular activities provides benefits to students in their academic, professional, and personal development in ways that are not always supported in a didactic curriculum. Incorporating co-curricular activity is justified from the student perspective in the framework of pharmacy student development and maturation. (c) 2021 Elsevier Inc. All rights reserved.