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(336) Strengthening Student Well-Being Initiatives to Improve Student Success

    Primary Author(s)

  • NP

    Nicole Pizzutelli, MS

    Associate Director for Student, Professional & Community Affairs
    University at Buffalo
    Buffalo, New York, United States

    • Co-Author(s)

  • JM

    Jaime Maerten-Rivera, PhD

    Director of Assessment
    University at Buffalo, The State University of New York
    Buffalo, New York, United States

  • KF

    Karl Fiebelkorn, MBA BS

    Senior Associate Dean for Student, Professional, and Community Affairs
    University at Buffalo, The State University of New York
    Buffalo, New York, United States

  • KD

    Kalpesh Desai, BSc.Pharm, PharmD

    Senior Research Scientist
    University at Buffalo, The State University of New York
    BUFFALO, United States

  • JR

    Jennifer Rosenberg, PhD

    Associate Dean/Director of Admissions, Enrollment Planning, and Pre-Pharmacy Advising
    University at Buffalo, The State University of New York
    Buffalo, New York, United States

  • CS

    Christine Stumm, EdM

    Director of Registrar & Enrollment Services
    University at Buffalo, The State University of New York
    Buffalo, United States

  • AW

    Ashley Woodruff, PharmD

    Clinical Associate Professor
    University at Buffalo, The State University of New York
    Buffalo, NY, United States

Objective : To develop and implement initiatives to promote and improve well-being of pharmacy students using a data-driven approach.

Methods: An internally developed Student Experience survey was administered to PharmD PY1-PY3 students in Spring 2022. The well-being section contained items using a five-point Likert rating system with scales to measure learning climate, connectedness, value and respect, faculty perceptions, life balance, and financial well-being. In addition, an open-ended item asked students what changes would improve their overall well-being.

Results: The scales with overall means lower than 3.0 were future financial well-being (M=1.99, SD=1.18), learning climate (M=2.63, SD=0.77), and life balance (M=2.84, SD=0.77). The PY1 students had a statistically significant lower mean on the life balance scale than PY2 and PY3 students. There were 136 responses to the open-ended questions with most (25.7%) comments pertaining to improving faculty-student engagement, frequency of exams (22.1%), and improving student-student engagement (14.7%). In response to survey feedback, the school implemented systemic changes and initiatives to responsibly address these domains. This included a financial literacy workshop, instituting a non-competitive grading system, planning for learning and engagement communities, placing an embedded counselor in the school, creating a student of concern reporting tool, and designating a space for meditation, prayer, and quiet. Additionally, new wellness activities such as free yoga classes, meal planning, and the establishment of a non-academic student organization were established.

Conclusions: Our school strives to promote well-being and inclusivity throughout the PharmD program, from the admissions process through graduation, while utilizing student driven feedback.  The goal is for graduates to develop healthy practices that extend beyond graduation and into the future.  The process followed can serve as an example for other schools.