Connections between classroom theory real world practice: Exploring the perspectives of undergraduate students at a Nigerian faculty of pharmacy
Background: Experiential learning attachments are avenues for students to apply classroom learning to real world situations. Therefore, understanding the impressions students develop about classroom theory after these attachments is important. Objectives: The aim of this study was to explore the perceptions of selected fifth year undergraduate bachelor of pharmacy students at Ahmadu Bello University, Zaria, Nigeria on the relationship between classroom theory and real world practice. Methods: Two focus group discussions (FGDs) were held and audiotaped in March 2017, with thirteen purposefully sampled students. Data collected were then transcribed and analysed using qualitative content analysis. Results: The students reported that there were notable differences between classroom theory and actual practice. Reasons for these sentiments were covered under two main categories: constraints within the practice environment, and problems with knowledge obtained from the classroom. Conclusions: Redesigning the curriculum to improve the relevance of classroom content, and greater involvement of Nigerian universities in experiential learning placements may help to better integrate classroom theory and real world practice within the country.