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Stress, Burnout, And Impact Of COVID-19 Pandemic on Pharmacy Student s Online Learning in Thailand |
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| รหัสดีโอไอ | |
| Creator | Suppachai Insuk |
| Title | Stress, Burnout, And Impact Of COVID-19 Pandemic on Pharmacy Student s Online Learning in Thailand |
| Contributor | Thapakarn Buanark, Sirilak Charoenphon, Daranee Chiewchantanakit |
| Publisher | Faculty of Pharmaceutical Sciences KKU MSU UBU |
| Publication Year | 2567 |
| Journal Title | Isan Journal of Pharmaceutical Sciences |
| Journal Vol. | 20 |
| Journal No. | 2 |
| Page no. | 60-72 |
| Keyword | COVID-19, online-learning, pharmacy student, burnout, stress |
| URL Website | https://tci-thaijo.org/index.php/IJPS |
| Website title | Isan Journal of Pharmaceutical Sciences, IJPS |
| ISSN | 19050852 |
| Abstract | During the COVID-19 pandemic, online learning has been adopted as a primary educational channel. However, its impact on learners has not been thoroughly assessed. This study aims to evaluate the stress, burnout, and impacts of online learning among pharmacy students in Thailand. Methods: The research employed a cross-sectional survey methodology. Data was collected using an online questionnaire via Google Forms from pharmacy students at 19 pharmacy institutions. The questionnaire comprised of stress and burnout surveys from the Department of Mental Health, and a developed questionnaire by the researchers to assess problems and impacts of online learning. The questionnaire was distributed through the network of the Pharmacy Student s Association of Thailand (PSAT) in February 2022. Data analysis was conducted using descriptive statistics. Results: A total of 779 respondents from 19 pharmacy faculties, ranging from first to sixth year, participated in the study. The majority were female (79.1%) and had experienced online learning for more than one year (73.8%). The results indicated that 46.3% of the students experienced significant stress and 59.2% were at risk of burnout. The major problems and impacts of online learning included decreased interest in learning (44.6%), increased anxiety (35.5%), unstable internet connections during classes (42.5%), and agreement that online learning is inadequate for developing practical skills (65.7%). Distractions from surroundings (45.6%) and reduced interaction with peers (49.7%) were also noted. Additionally, 57.3% of sixth-year students strongly agreed that online clerkship programs could not replace on-site training, and 60.4% agreed that it reduced patient interaction. Conclusion: Pharmacy students experienced the highest level of stress and were at risk of burnout during online learning. Various problems and impacts were identified. Therefore, it is crucial for educational stakeholders to utilize this information for planning interventions to monitor stress and burnout among students, and to develop strategies to prevent issues affecting learning outcomes. |
