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2026-05-12
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Copyright (c) 2026 Clarence Moore, Amber Wesner
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of content published in INNOVATIONS in pharmacy belongs to the author(s).
Pharmacy students’ perceptions of an active learning job-posting assignment and its role in career development
Clarence Moore
Bernard L. Dunn School of Pharmacy, Shenandoah University
https://orcid.org/0000-0003-1076-6141
Amber Wesner
Bernard L. Dunn School of Pharmacy, Shenandoah University
https://orcid.org/0000-0002-8224-0731
DOI: https://doi.org/10.24926/iip.v17i1.7033
Keywords: active learning, pharmacy education, workforce, career planning, career development
Abstract
Introduction: Career preparation is an essential element in a student's academic journey. Pharmacy curricula are required to cover this content, however the depth and breadth of support varies widely. This study investigates the effectiveness and impact of an Active Learning Job-Posting assignment on pharmacy students’ perceptions of their career development and their interest in further career preparation activities.
Innovation: Students participated in an active learning activity during a pharmacy administration course related to career development. Anonymous, voluntary surveys were administered to 3rd-year pharmacy students following the activity. Descriptive statistics were completed.
Findings: Twenty-three students responded to the survey with 21 students (91%) reporting that the assignment encouraged them to review current real-world job postings and 18 students (78%) being open to further opportunities within the curriculum to explore and discuss the transition into the pharmacy profession.
Conclusions: Data showed that the active learning activity was received positively by students, but also highlights the need for more time on career planning and development.
