Time Spent at Work and Its Impact on the Academic Performance of Pharmacy Students

The objective of this study was to determine the impact of time spent at work (workload) on the academic performance of pharmacy students. A cross-sectional 12-item survey was administered to pharmacy students at the end of the spring 2011 semester to primarily assess the type of employment and thei...

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Bibliographic Details
Published in:International journal of environmental research and public health 2020-01, Vol.17 (2), p.496
Main Authors: Okogbaa, John, Allen, Rondall E, Sarpong, Daniel F
Format: Article
Language:English
Subjects:
Academic Performance
Adult
Female
Humans
Male
Middle Aged
Multivariate Analysis
Regression Analysis
Students, Pharmacy
Workload
Young Adult
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Summary:The objective of this study was to determine the impact of time spent at work (workload) on the academic performance of pharmacy students. A cross-sectional 12-item survey was administered to pharmacy students at the end of the spring 2011 semester to primarily assess the type of employment and their weekly workload during the 2010-2011 academic year. Academic performance was determined by semester and cumulative grade point average (GPA). Descriptive statistics were performed. Stratified multiple linear regression models were obtained to assess the association between students' workload and GPA. Analysis of covariance was used to compare academic performance by workload after accounting for work type and potential covariates. Statistical significance was defined a priori as < 0.05. For both fall and spring semesters, nonpharmacy-related work was significant and positively associated with GPA. Both semester GPAs were fairly similar among three student classifications (P1-P3). However, GPAs across both semesters varied by classification. The negative association of workload on GPA was significant in the fall but not in the spring semester. Although workload matters, future studies using a mixed-method approach might help explain the role of workload on the academic performance of pharmacy during the first three years of their professional training.
ISSN:1660-4601
1661-7827
1660-4601
DOI:10.3390/ijerph17020496