Impact of virtual improvisation exercises on pharmacy student mood, stress, and energy levels

Abstract

Objective: To evaluate the effect virtual improvisation exercises have on student mental health. Methods: A questionnaire was administered via Qualtrics after two virtual improvisation sessions over Zoom during a regularly scheduled class that evaluated key components of mental health. Students in the first year of a four-year Doctor of Pharmacy program attending a large public state university in the Southwest were asked to evaluate what their mood, stress and energy levels were before and after each improvisation session. The questionnaire measured stress and energy levels using a 6-point Likert scale ranging from Very Stressed/Fatigued to Very Relaxed/Energetic. Students were asked to select from five moods, two representing “good” moods, and three representing “bad” moods. Changes in stress and energy levels were compared using a Wilcoxon Signed-Rank Test. Changes in mood were compared via a McNemar’s Test. Results: Questionnaires were completed by 103 students across two days. There was a significant improvement in stress levels (p-value <0.0001 both days), energy levels (p-value <0.0001 both days) and mood (p-value <0.0001, 0.00328, day 1 and day 2 respectively). A total of 81.6% and 82.5% of all students improved at least 1 point on the Likert scale in their stress and energy levels on both days, respectively. A total of 49.5% had an improvement in their mood from bad to good, and 41.7% had no change in their good mood after the improvisation sessions. Conclusion: Improvisational exercises significantly improved pharmacy students’ stress levels, energy levels, and mood.