Exploring first-year student pharmacists' expectations in the classroom

Introduction: The transition from Millennial to Generation Z learners will require health professions educators to reassess their approach not only to teaching, but also in the learning environment where they prepare the next generation of healthcare providers. With this generational transition, health professions programs are also being tasked with updated accreditation standards and evolving practice expectations that require curricular change. Methods: This paper explores the teaching qualities and behaviors first-year student pharmacists associate with excellent teaching in pharmacy faculty. Using the Teacher Behaviors Checklist, a 28-item list of qualities and behaviors associated with master teaching, students were asked to identify the top ten qualities and behaviors they felt were essential. Results: Over a four-year span, 204 students (34.1% response rate) participated in the study across two different curricula. Results showed that students identified the following as essential: approachable/personable, authoritative, confident, effective communicator, encourages/cares for students, enthusiastic about teaching/topic, knowledgeable, prepared, realistic expectations, respectful, and understanding. Findings were compared across the two curriculums, to previous studies' findings, and to the perceived expectations of learners within Generation Z. Conclusions: The results of the study provide a snapshot of first-year student pharmacists' expectations for teaching within the doctor of pharmacy curriculum.