Learning experiences in a first-year Pharmacy course: Students’ perceptions of teaching, assessment and wellbeing

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Abstract
INTRODUCTION. The transition to university represents a critical period in students’ lives, in which they must adapt to new academic, social, and personal demands. This study explored first-year Pharmacy students’ perceptions of a compulsory first-semester course at the University of Barcelona that combined lectures, seminars, laboratory work, continuous assessment, and active learning activities. METHOD. A descriptive cross-sectional study was conducted with 86 first-year Pharmacy students enrolled in a compulsory course at the University of Barcelona. An anonymous questionnaire explored their perceptions of teaching methods, assessment, participation, workload and well-being. Quantitative ratings and qualitative comments were collected and analysed. RESULTS. Lectures received moderate evaluations in terms of satisfaction (7.4/10) and comprehension (6.6/10), with many students reporting difficulties maintaining attention. Laboratory sessions and seminar-style teaching were rated more positively (7.6/10 and 8.4/10, respectively). Most students preferred continuous assessment (98%) and participatory learning approaches. Concerns about workload and time management were common. DISCUSSION. The findings suggest that combining lectures with seminars, laboratory work, and continuous assessment may improve students’ learning experience. They also highlight the importance of encouraging participation, coordinating workload, and supporting students during their first semester.

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