Exploring Pharmacy Students’ Perception on ‘Students as Partners’ in Curriculum Design and Pedagogical Approach

Background: The Students as Partners (SaP) approach promotes active collaboration between students and educators in curriculum design and teaching. However, its application in pharmacy education remains limited. Objective: This study explored pharmacy students’ perceptions of their involvement in curriculum design and pedagogy, as well as the challenges and opportunities associated with implementing SaP in pharmacy education. Methods: An exploratory qualitative design was used. Participants were recruited through purposive sampling and engaged in semi-structured interviews. Interview transcripts were coded and analysed thematically to identify key themes and subthemes. Results: Students expressed positive attitudes towards SaP and recognised the value of contributing to curriculum development and teaching practices. However, their involvement was often limited to providing feedback rather than participating as equal partners. Greater student engagement was perceived to enhance confidence, preparedness, learning experiences, and educational outcomes. Barriers included logistical difficulties, institutional power dynamics, limited opportunities for collaboration, and intimidating faculty behaviour. Conclusion: SaP offers valuable opportunities to create a more inclusive and effective learning environment in pharmacy education. Successful implementation requires institutional support, clear communication, student training in negotiation, and faculty development in constructive feedback. Further quantitative research is recommended to assess the broader impact and generalisability of the approach.

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COPE 24: Conference of Pre-University Education

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