Understanding without communicating? Exploring science communication competency gaps in Indonesian pharmacy education: a qualitative study at STIKes Har-Kausyar.

Science communication competency is increasingly recognized as an essential component of pharmacy education because future pharmacists must not only understand scientific evidence but also communicate it effectively to patients, healthcare professionals, and communities with diverse levels of scientific literacy. However, little is known about how undergraduate pharmacy students perceive and experience this competency. This study explored pharmacy students' perceptions of science communication competency across four dimensions: interpretation, translation, communication, and evaluation. A qualitative descriptive design was employed using open-ended questionnaires completed by undergraduate pharmacy students. Data were analyzed using Braun and Clarke's six-phase thematic analysis. The findings suggest that although students generally demonstrated foundational understanding of scientific information, they experienced challenges in translating scientific evidence into accessible language, adapting messages for diverse audiences, and reflecting on and evaluating their communication. These interconnected challenges revealed an Understanding Communication Gap, indicating that scientific understanding alone did not necessarily translate into effective science communication. Rather than reflecting deficiencies in disciplinary knowledge, this gap highlights science communication as a distinct professional competency requiring evidence translation, audience adaptation, and reflective practice. Participants also emphasized the need for authentic communication experiences, structured feedback, and experiential learning opportunities. These findings suggest that pharmacy education should more intentionally integrate science communication within the curriculum to better prepare future pharmacists for effective professional and public communication.