Impact of Zoom Attendance Options on Student Perceived Academic Performances, Mental, and Social Health

Abstract

Specific Aims: To determine student perceptions of Zoom attendance options on their academic performance and social and mental health at The University of Arizona College of Pharmacy. Methods: This study used semi-structured interviews with pharmacy students within the graduating years of 2023 to 2026 who experienced courses with simultaneous Zoom and in- person attendance options as well as in-person only courses. Data were collected from students via open-ended questions on each topic (academics, mental, and social health) in audio- recorded focus group interviews. Two independent reviewers transcribed and coded the interviews, charted data into developed analytical frameworks, and interpreted the data. This continued in an iterative manner until a saturation of ideas was met. Qualitative thematic, axial coding, and selective coding were all used to define key themes. Results: During data collection five themes were identified. Decreased attention due to distractions without dedicated workspaces. Guilt, due to students not paying attention when joining classes. Increased interaction with family and friends outside of college due to students staying inside allowing better relationships within their close circles. Decreased interactions and social lives within the college described by "There are not as many strong or lasting friendships that there would be in another class." The last being convenience, all students agreed that flexibility with Zoom was the biggest positive aspect of dual modality classes. Conclusion: Zoom attendance options with in-person attendance options provides more flexibility and convenience for students but with the loss of focus and engagement compared to traditional in-person only or Zoom-only classes.