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Ulutas Deniz E, Ceylan C, Eren R, Memiş OB. Advancing empathy and emotional intelligence among pharmacy students: A comparative mixed-methods study with peer role-play simulation intervention. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:102112. [PMID: 38795610 DOI: 10.1016/j.cptl.2024.102112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2024] [Revised: 05/14/2024] [Accepted: 05/16/2024] [Indexed: 05/28/2024]
Abstract
INTRODUCTION Due to the significance of interpersonal empathy and emotional intelligence in pharmaceutical practices, it has become essential to emphasize its importance in pharmacy education. The aim of this study is to provide pharmacy students, who require proper communication skills throughout their professional careers, with a simulation-based intervention focusing on empathy and emotional intelligence, and to evaluate the influence of this educational intervention on emotional intelligence and empathy levels. METHODS The methodological approach adopted in this study aims to integrate both qualitative and quantitative data for a comprehensive analysis, that is, the mixed method, and to provide in-depth answers to the research questions. RESULTS There was a difference observed in the change in empathy and emotional intelligence scores between the control and intervention groups. When the pre-test and mid-test results with the intervention group were analyzed, there was a difference in the values for emotional intelligence when only education was offered. Conversely, no difference was found in empathy scores under the same conditions. In the intervention group, after the implementation of both training and simulation practice resulted in a difference in the scores for emotional intelligence and empathy when comparing the results before and after the test. Gender and the interaction between gender and group had small effect sizes on both empathy and emotional intelligence. The comprehensive data collected from these interviews enabled a rigorous thematic analysis, culminating in the identification of three primary themes accompanied by respective categories: the contribution of theoretical education to simulation, perceptions of simulation practice, the significance of debriefing sessions. Students highlighted the development of various communication skills, such as improving patient-provider relationships, conveying empathy to patients, being aware of and managing their emotions, and building self-confidence through simulated encounters and debriefing sessions. CONCLUSION Based on these findings, it is recommended that simulation methods be made mandatory in pharmacy school curricula and be disseminated nationwide.
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Affiliation(s)
- Elif Ulutas Deniz
- Department of Pharmacy Management, Faculty of Pharmacy, Atatürk University, 25240 Yakutiye-Erzurum, Türkiye.
| | - Ceren Ceylan
- Faculty of Pharmacy, Atatürk University, Türkiye
| | - Rumeysa Eren
- Department of Pharmacy Management, Faculty of Pharmacy, Atatürk University, Türkiye
| | - Olcay Besnili Memiş
- Department of Labor Economics and Industrial Relations, Faculty of Economics and Administrative Sciences, Atatürk University, Türkiye.
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Sisson EM, Pamulapati LG, Bucheit JD, Zimmerman KM, Dixon DL, Holdford DA, Salgado TM. Integrating real-world skills and diabetes lifestyle coach training into a revised health promotion and communications course. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:445-452. [PMID: 38631946 DOI: 10.1016/j.cptl.2024.01.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Revised: 01/08/2024] [Accepted: 01/16/2024] [Indexed: 04/19/2024]
Abstract
BACKGROUND AND PURPOSE Effective communication skills are essential for all pharmacists, regardless of practice setting. An implicit need in pharmacy education is to emphasize direct application of these skills to future healthcare practice prior to experiential rotations. The aim of this article is to describe how we revised a required first professional year (P1) doctor of pharmacy course to achieve two main goals: 1) improve the course relevance by connecting content to real-world skills; and 2) qualify all pharmacy students at our institution as certified National Diabetes Prevention Program (DPP) lifestyle coaches upon course completion. EDUCATIONAL ACTIVITY AND SETTING Lifestyle coach training approved by the Centers for Disease Control and Prevention (CDC) was integrated into a P1 communications course consisting of 14 modules that include: review of diabetes pathophysiology, group facilitation skills, social determinants of health, food tracking, action planning, participant retention and program administration. This content serves as a direct application of pre-existing course objectives related to knowledge (evidence-based theory) and skills (technical and counseling) required for effective communication with patients, families, and health professionals. FINDINGS Between 2019 and 2022, the redesigned course was offered to 373 P1 students. Course evaluations during this time were consistently positive. The average evaluation score since DPP activities were integrated into the course was 3.41 (on a 4-point scale). Based upon course evaluations, students appreciated three main benefits of incorporating lifestyle coach certification into the pharmacy curriculum: 1) a certified skill that can differentiate them in the job market; 2) practice of skills on real patients under faculty supervision in the community setting; 3) early exposure to pharmacy patient care topics, thus contributing to professional identity. SUMMARY Integration of lifestyle coach training into an existing core P1 pharmacy course increased application and assessment of communications skills and allowed wider availability of trained coaches to deliver DPP in the community.
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Affiliation(s)
- Evan M Sisson
- Department of Pharmacotherapy and Outcomes Science, Center for Pharmacy Practice Innovation, VCU School of Pharmacy, 410 N. 12th Street, Richmond, VA 23298, United States of America.
| | - Lauren G Pamulapati
- Department of Pharmacotherapy and Outcomes Science, Center for Pharmacy Practice Innovation, VCU School of Pharmacy, 410 N. 12th Street, Richmond, VA 23298, United States of America
| | - John D Bucheit
- Department of Pharmacotherapy and Outcomes Science, Center for Pharmacy Practice Innovation, VCU School of Pharmacy, 410 N. 12th Street, Richmond, VA 23298, United States of America
| | - Kristin M Zimmerman
- Department of Pharmacotherapy and Outcomes Science, Center for Pharmacy Practice Innovation, VCU School of Pharmacy, 410 N. 12th Street, Richmond, VA 23298, United States of America
| | - Dave L Dixon
- Department of Pharmacotherapy and Outcomes Science, Center for Pharmacy Practice Innovation, VCU School of Pharmacy, 410 N. 12th Street, Richmond, VA 23298, United States of America
| | - David A Holdford
- Department of Pharmacotherapy and Outcomes Science, Center for Pharmacy Practice Innovation, VCU School of Pharmacy, 410 N. 12th Street, Richmond, VA 23298, United States of America
| | - Teresa M Salgado
- Department of Pharmacotherapy and Outcomes Science, Center for Pharmacy Practice Innovation, VCU School of Pharmacy, 410 N. 12th Street, Richmond, VA 23298, United States of America
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Abeyaratne C, Lim A, Krishnan S. A teamwork OSCE station - Encompassing shared decision making between a doctor, pharmacist and patient. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:124-131. [PMID: 38177022 DOI: 10.1016/j.cptl.2023.12.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Revised: 10/11/2023] [Accepted: 12/18/2023] [Indexed: 01/06/2024]
Abstract
BACKGROUND AND PURPOSE Teamwork with a focus on incorporating interprofessional education (IPE) is a core skill taught in pharmacy curriculum. Including the patient in shared decision making has become a more empathetic and holistic approach to care. Teamwork skills and approaches are usually assessed by peers via group work. EDUCATIONAL ACTIVITY AND SETTING A teamwork Objective Structured Clinical Examination (OSCE) station was implemented in 2022 in two countries, conducted in final year pharmacy students where students had to solve a clinical scenario with a doctor and patient in the room and manage any resistances to therapy recommendations. Students were marked on their collaborative skills and how they articulated clinical evidence to justify their therapy recommendations to reach an optimal goal to suit the team. Perception data from students simulated patients and doctors were also collected. FINDINGS Across both countries (n = 414), the overall mean score was 79.1% (24.0%SD) across six different OSCE cases. Students generally struggled with the concept of engaging in a two-way conversation, and often presented their full recommendations without any breaks to confirm understanding or agreement. Simulated patients appreciated the OSCE showing a patient role in decision making. Simulated doctors valued the OSCE for its assessment of clinical justification in times of disagreement. Overall, 86.2% of students (n = 354) agreed or strongly agreed the station assessed their teamwork skills adequately. SUMMARY A teamwork OSCE station is a valuable assessment for assessing shared decision making skills and more work around prepare students to engage in two-way conversations is needed.
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Affiliation(s)
- Carmen Abeyaratne
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Parade, Parkville, VIC 3052, Australia.
| | - Angelina Lim
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Parade, Parkville, VIC 3052, Australia.
| | - Sunanthiny Krishnan
- NIHR Biomedical Research Unit and Department of Cardiovascular Sciences, University of Leicester, Glenfield Hospital, Groby Road, Leicester LE3 9QP, UK
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Briceland LL, Dudla C, Watson A, Denvir P. Exploring the Impact of a Vicarious Learning Approach on Student Pharmacists' Professional Identity Formation Using a Simulated Pharmacist-Patient Encounter. PHARMACY 2023; 11:177. [PMID: 37987387 PMCID: PMC10661241 DOI: 10.3390/pharmacy11060177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Revised: 10/25/2023] [Accepted: 11/12/2023] [Indexed: 11/22/2023] Open
Abstract
Purposefully developed professional identity formation (PIF) learning activities within the didactic curriculum provide crucial groundwork to complement PIF within authentic settings. The aim of this didactic exercise was to explore the impact upon student pharmacists' PIF after viewing, analyzing, and reflecting upon a simulated pharmacist-patient encounter (PPE). A 12 min role-play video was created, featuring a pharmacist counseling a standardized patient on a new medication regimen; foundational principles of medication safety, health literacy, social determinants of health, empathic communication, and motivational interviewing were included in the counseling, with some aspects intentionally performed well, others in need of improvement. Also included were the patient's varied reactions to the counseling. Students assumed the observer role and learned vicariously through viewing the PPE. Postactivity debriefs included justifying a foundational principle performed well by the pharmacist, and another in need of improvement, and a self-reflection essay expressing the impact of viewing the PPE on their PIF, from which extracts were thematically analyzed for impact. The main themes of the impact included increased awareness of counseling techniques, patient-friendly medical jargon, patient perspectives/empathy, positive and negative pharmacist role-modeling, and the value of the observer role. This PPE exercise enhanced PIF in terms of students thinking, acting, and feeling like a pharmacist, based on students' self-reflections, which most often referenced effective pharmacist-patient communication and enacting optimal patient care.
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Affiliation(s)
- Laurie L. Briceland
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA;
| | | | - Alexandra Watson
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA;
- Community Care Physicians, Latham, NY 12110, USA;
| | - Paul Denvir
- Department of Allied Health Sciences, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA;
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Denvir P, Briceland LL. Exploring the Impact of an Innovative Peer Role-Play Simulation to Cultivate Student Pharmacists' Motivational Interviewing Skills. PHARMACY 2023; 11:122. [PMID: 37624077 PMCID: PMC10458726 DOI: 10.3390/pharmacy11040122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Revised: 07/18/2023] [Accepted: 07/27/2023] [Indexed: 08/26/2023] Open
Abstract
Effective patient-centered communication is a foundational skill for student pharmacists, with recent decades broadening the scope of professional responsibilities to include an increased emphasis on empathic communication and motivational interviewing (MI) as tools to support patients' therapeutic adherence. Role-play is a potentially effective pedagogical approach to cultivate these skills, although previous research has identified common shortcomings that can hinder its educational value, particularly in peer role-play with relatively inexperienced learners. The purpose of this study is to describe and provide initial assessment data for an innovative approach to peer role-play that incorporates pedagogical principles to address these common shortcomings. Using a mixed-methods study design that includes instructor-graded rubrics and inductive thematic analysis of student reflections, our findings indicate that students successfully demonstrated a range of important competencies through this experience and perceived it to be both challenging and highly beneficial for their personal and professional development. Among the MI principles and techniques practiced, students performed especially well on expressing empathy and frequently reflected on its importance for future patient care and clinical collaborations. Our findings also suggest that peer engagement through team activities and partnered role-play provides a felicitous context to explore empathic communication together.
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Affiliation(s)
- Paul Denvir
- Department of Population Health Sciences, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA;
| | - Laurie L. Briceland
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA
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Folz HN, Black J, Thigpen J. Evaluation of a murder mystery activity to teach patient communication interviewing skills. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:581-586. [PMID: 37394355 DOI: 10.1016/j.cptl.2023.06.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2022] [Revised: 05/05/2023] [Accepted: 06/14/2023] [Indexed: 07/04/2023]
Abstract
INTRODUCTION While gamification has been used in pharmacy education, more research is needed to establish that these methods are effective. The objective of our study was to evaluate the effectiveness of a murder mystery activity to teach patient communication and interviewing skills to first year pharmacy students in a pharmacy skills laboratory. METHODS A non-medical murder mystery activity was used to introduce and provide practice on communication techniques needed for obtaining a medical history. These techniques included an introduction, confirmation of patient identity, nonverbal expression, self-expression, empathy, emotional response, question style, organization, and appropriate closure. In groups of three to five, students interviewed five different suspects and were assessed as a group on their second and fifth suspect interviews within one, three-hour laboratory session using a standardized rubric. Assessments were completed by students, standardized patients, and faculty. RESULTS A total of 161 students completed the murder mystery exercise over three years. Total student scores all significantly improved from the second to fifth interview. In addition to total scores, each subtotal score significantly improved from the second to fifth interview, regardless of the evaluator. CONCLUSIONS Within the murder mystery laboratory, students' communication scores improved on a standardized communication rubric. Use of a murder mystery is an effective, engaging way to introduce and practice communication skills that could be adapted by other institutions.
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Affiliation(s)
- Heather N Folz
- Clinical and Administrative Sciences, Notre Dame of Maryland University School of Pharmacy, 4701 North Charles Street, Baltimore, MD 21210, United States.
| | - Jazmin Black
- Clinical and Administrative Sciences, Notre Dame of Maryland University School of Pharmacy, 4701 North Charles Street, Baltimore, MD 21210, United States.
| | - Jonathan Thigpen
- Curricular Innovation and Professional Development, Samford University McWhorter School of Pharmacy, 800 Lakeshore Drive, Birmingham, AL 35229, United States.
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de la Peña I, Knecht K, Gavaza P. Effectiveness of an analogy-containing video project to reinforce pharmacy students' learning of kidney physiology. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:615-623. [PMID: 37355386 DOI: 10.1016/j.cptl.2023.06.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/15/2022] [Revised: 05/08/2023] [Accepted: 06/15/2023] [Indexed: 06/26/2023]
Abstract
BACKGROUND AND PURPOSE Kidney physiology is one of the most difficult topics covered in health professions education. This study examined the effectiveness of an analogy-containing video project to reinforce pharmacy students' knowledge of kidney physiology. EDUCATIONAL ACTIVITY AND SETTING Students were assigned in groups to create a video that used analogy to explain kidney physiology processes. Survey responses, a rubric, and an objective test were used to assess the project's effectiveness. FINDINGS Students generated various analogies, such as making tea or coffee, cars and roads, and the college application process to explain kidney physiology. Most of the submitted videos successfully met all criteria in the rubric. All students believed that the project was effective, to varying degrees, in reinforcing their knowledge. Weak to moderate positive correlations were found between time spent on the project and perceived effectiveness of use of analogy to accomplish most of the learning objectives investigated. Students reported that the project engaged both lower- and higher-order cognitive skills. Quiz score analysis showed higher average scores of students on physiology-related questions compared to non-physiology items. Notably, this improvement was most marked for bottom-performing students. About 60% of students recommended the use of videos as a class assignment, but only 50% believed that they should be used as an alternative to quizzes. SUMMARY An analogy-containing video project effectively reinforced student learning of kidney physiology. Further studies are needed to verify the effectiveness of this technique compared to other didactic and learning approaches.
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Affiliation(s)
- Ike de la Peña
- Department of Pharmaceutical and Administrative Sciences, Loma Linda University School of Pharmacy, Chan Shun Pavilion Suite 21008, Loma Linda, CA 92350, United States.
| | - Kathryn Knecht
- Department of Pharmaceutical and Administrative Sciences, Loma Linda University School of Pharmacy, Shryock Hall, Rm 109, Loma Linda, CA 92350, United States.
| | - Paul Gavaza
- Department of Pharmaceutical and Administrative Sciences, Loma Linda University School of Pharmacy, Chan Shun Pavilion Suite 21010, Loma Linda, CA 92350, United States.
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Fedai Kayin I, Çiftçi HD, Tan B, Akoglu MN. Pharmacist and child communication: A phenomenological multidisciplinary study from the perspectives of undergraduate students in pharmacy and child development. EXPLORATORY RESEARCH IN CLINICAL AND SOCIAL PHARMACY 2023; 10:100272. [PMID: 37181501 PMCID: PMC10172831 DOI: 10.1016/j.rcsop.2023.100272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Revised: 03/13/2023] [Accepted: 04/17/2023] [Indexed: 05/16/2023] Open
Abstract
Background The present study is an interdisciplinary study about pharmacist-child communication exploring the perceptions and observations of students studying in two different but intersecting fields, which are pharmacy and child development. Objective The objective of the study is to illustrate the perceptions and observations of undergraduate pharmacy and child development students about pharmacist-child communication. Method The study is a phenomenological study and the phenomenon analyzed is "pharmacist-child communication". Research study group was selected via criterion sampling method. The sample group consisted of 40 undergraduate pharmacy and child development students. "Demographic Information Form" was used as the data collection tool and "Focus Group Interview Guide" was prepared for focus group interview meetings. Ten open-ended questions aligned with the research objective were asked to the students in the focus group interview. The collected data were analyzed by descriptive analysis method and the experiences of these two different groups of students were explored. Results At the end of the study, two main themes and five sub-themes were obtained. These themes and the sub-themes are as follows: adherence to drug therapy (Sub-themes: communication strategies relevant to the cognitive development at various ages of the child, rewarding children and reinforcement of good behavior, role of the parent in pharmacist-child communication) and physical characteristics of the pharmacy/pharmacist (Sub-themes: physical characteristics of the pharmacy, physical caharacteristics of the pharmacist). Conclusions Each theme was illustrated in the study with comments of the students. The results showed that the observation and perceptions of the students studying in two different fields agreed with each other and those of other researchers. It is proposed that projects and practices can be developed by these two different disciplines, pharmacy and child development are two intersecting fields. As they complement each other, they could strengthen the pharmacist-child communication and as a result support the child's adherence to therapy.
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Affiliation(s)
- Inci Fedai Kayin
- Department of Analytical Chemistry, Faculty of Pharmacy, University of Istinye, Istanbul, Turkey
- Corresponding author at: Maltepe, Istinye University, Topkapı Campus, Teyyareci Sami St., Nr: 3, Floor: 11, Office: 1226, 34010, Zeytinburnu, Istanbul, Turkey.
| | - Hale Dere Çiftçi
- Department of Child Development, Faculty of Health Sciences, Istanbul Arel University, Istanbul, Turkey
| | - Buket Tan
- Department of Child Development, Faculty of Health Sciences, University of Medipol, Istanbul, Turkey
| | - Merve Nur Akoglu
- Department of Child Development, Faculty of Health Sciences, University of Istinye, Istanbul, Turkey
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Koster ES, Philbert D. Communication and relationship building in pharmacy education: Experiences from a student-patient buddy project. CURRENTS IN PHARMACY TEACHING & LEARNING 2023:S1877-1297(23)00072-2. [PMID: 37160409 DOI: 10.1016/j.cptl.2023.04.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Revised: 02/17/2023] [Accepted: 04/16/2023] [Indexed: 05/11/2023]
Abstract
BACKGROUND AND PURPOSE In order to deliver patient-centred pharmaceutical care, pharmacy students need to develop the appropriate competences and skills. During their regular study program, they have limited long-term patient contact. We therefore implemented a student-patient buddy project to give students opportunity to practice and learn from the patient contact. EDUCATIONAL ACTIVITY AND SETTING A student-patient buddy project was implemented in a 10-week first-year master experiential learning course, including a community pharmacy internship. The pharmacist paired the student with a community-dwelling patient. Student learning activities included: (1) three meetings at the university to prepare and discuss buddy contact moments, (2) three buddy contact moments, (3) discussion with the internship providing pharmacist, and (4) a written reflection report. FINDINGS In total, 66 students participated from April to June 2021. Most students found patient contact fun and a useful learning experience. Students mentioned that patients were very open and there was opportunity to build a relationship. The first conversation was experienced as exciting and sometimes difficult. Understanding the person was perceived as important. Internship pharmacists were positive about the project and saw learning benefits for students, as well as added value for the pharmacy, mainly because patients seemed to appreciate the contact. SUMMARY A student-patient buddy project is a good way to expand the limited long-term "real" patient care experiences of pharmacy students. This enables them to practice communication and building relationships with patients.
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Affiliation(s)
- E S Koster
- Utrecht University, Utrecht Institute of Pharmaceutical Sciences, Division of Pharmacoepidemiology and Clinical Pharmacology, PO Box 80082, 3508, TB, Utrecht, the Netherlands.
| | - D Philbert
- Utrecht University, Utrecht Institute of Pharmaceutical Sciences, Division of Pharmacoepidemiology and Clinical Pharmacology, PO Box 80082, 3508, TB, Utrecht, the Netherlands.
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Bach AT, Bethishou L, Beuttler R, Fakourfar N, Rao H. Comparison of Virtual Simulations with Peers versus Actors as Standardized Patients on Virtual OSCE Scores. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100028. [PMID: 37288686 DOI: 10.1016/j.ajpe.2022.11.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Revised: 10/25/2022] [Accepted: 11/15/2022] [Indexed: 06/09/2023]
Abstract
OBJECTIVE This study's primary aim is to assess the use of different types of standardized patients (SPs) during formative simulation activities on summative objective structured clinical exams (OSCE) in a PharmD curriculum. METHODS Randomized-controlled study with first-year pharmacy students in a Pharmacist Patient Care Lab (PCL) course. Students were randomized into groups with either hired actors or their peers as SPs for virtual simulation activities. All students then completed a virtual teaching OSCE (TOSCE) and virtual OSCE. A mixed effects analysis was done to compare TOSCE and OSCE scores between the two groups. RESULTS There were no significant differences between the two groups in their TOSCE or OSCE scores for the analytical and global rubrics. CONCLUSION This study demonstrates that peers may be as effective as having hired actors as SPs in preparing students for virtual skills exams.
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Affiliation(s)
| | | | | | | | - Hindu Rao
- Chapman University, School of Pharmacy, USA.
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Rude TA, Kelsch MP, Fingarson M, Eukel HN. Hello Operator? A Pharmacy Practice Simulation to Increase Student Confidence in Telephone Communication Skills. J Pharm Technol 2023; 39:16-22. [PMID: 36755753 PMCID: PMC9899963 DOI: 10.1177/87551225221135794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2022] Open
Abstract
Background: Communicating interprofessionally using the telephone is an essential skill within pharmacy practice. Student pharmacists' ability to perform this task effectively and efficiently may be hindered by generational changes, social anxiety, and very few opportunities to practice these skills. Objective: The purpose of this study was to develop and implement a simulation allowing students to practice interprofessional communication and assess the simulation's impact on students' confidence in providing pharmacy-related interventions to another health care professional via telephone. Methods: Faculty developed a simulation focused on interprofessional telephone communication. Baseline student information was collected to quantify pharmacy work experience in terms of practice setting, duration of employment, and skills. Presimulation and postsimulation surveys evaluated self-assessed telephone-related skills, attitudes, and confidence. Quantitative data were analyzed with descriptive statistics. Qualitative data were evaluated through a thematic analysis of students' reflective responses to 2 open-ended questions. Results: Of the 53 pharmacy students that participated in the simulation, 44 (83%) and 43 (81%) completed the anonymous presimulation and postsimulation surveys. Students significantly improved as reflected in the following response: "I have confidence in my ability to provide pharmacy-related interventions to another health care professional in a logical and concise manner via telephone call." Significant improvement also occurred in the ability to work independently, communicate an order change to another health care professional, justify recommendations, answer a drug information question, and discuss recommendations in a logical and concise manner. Conclusion: The simulation discussed in this article provided students an opportunity to practice interprofessional telephone communication in a low-risk environment and resulted in significant growth in confidence and skills.
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Affiliation(s)
- Tori A. Rude
- School of Pharmacy, North Dakota State
University, Fargo, ND, USA
| | | | | | - Heidi N. Eukel
- School of Pharmacy, North Dakota State
University, Fargo, ND, USA
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Bartlett A, Pace J, Arora A, Penm J. Self-Reflection and Peer-Assessments Effect on Pharmacy Students' Performance at Simulated Counselling Sessions. PHARMACY 2022; 11:pharmacy11010005. [PMID: 36649015 PMCID: PMC9844287 DOI: 10.3390/pharmacy11010005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Revised: 12/22/2022] [Accepted: 12/23/2022] [Indexed: 12/29/2022] Open
Abstract
INTRODUCTION Verbal communication is a vital skill for pharmacists and essential for improving patient care. The aim of this study was to explore students' perception of the impact of self-reflection and self- and peer-assessment on simulated patient counselling sessions. METHODS Focus groups explored student perceptions of how this course and way of learning has impacted their performance at counselling patients. Data were analysed using iterative inductive thematic analysis procedures and mapped to the self-determination theory. RESULTS Nine focus groups with 47 pharmacy students. We identified three main themes and ten associated subthemes. These were learning style (sub-themes gradual introduction to assessment, learning through self-reflection videos, authentic assessment, individual learning compared to group learning, and learning through observation of best practice), feedback (sub-themes inconsistent feedback, summative feedback, perception of self and relationship with peers informing peer assessment) and benefits in real life practice. These themes mapped well to self-determination theory and highlighted that additional focus may be required for benefits in real-life practice. CONCLUSION Students' perceptions of self-reflection and self- and peer-assessment centred on learning style, feedback, and benefits in real-life practice. Additional focus on benefits of this unit of study in real-life practice and work integrated learning on placements may further strengthen the impact of these learning activities.
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Affiliation(s)
- Andrew Bartlett
- School of Pharmacy, Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW 2006, Australia
- Correspondence: ; Tel.: +61-2-93518582
| | - Jessica Pace
- School of Pharmacy, Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW 2006, Australia
| | - Angela Arora
- School of Pharmacy, Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW 2006, Australia
| | - Jonathan Penm
- School of Pharmacy, Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW 2006, Australia
- Department of Pharmacy, Prince of Wales Hospital, Randwick, NSW 2031, Australia
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Dorożyński P, Dorożyńska K. The role-playing game to increase students' activity and engagement in the teaching process - A pilot study of research & development campaign. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1046-1052. [PMID: 36055695 DOI: 10.1016/j.cptl.2022.07.015] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/27/2021] [Revised: 06/17/2022] [Accepted: 07/13/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND AND PURPOSE The purpose of the study was to develop and test a simple role-playing game (RPG) dedicated to the generic drug product research and development (R&D) process and evaluate the level of acceptance of this teaching method among pharmacy students. EDUCATIONAL ACTIVITY AND SETTING Students were divided into small groups and participated in the RPG adventures, which led to descriptive characteristics of the development process of the fictional drug product. The depiction of the process in the adventure considered the milestones and obligatory actions to achieve the R&D goal. FINDINGS The voluntary survey was completed by 59% (n = 72) of participants. Over 90% of the respondents stated that the game helped them better understand generic drug development. The RPG application allowed a narrative description of the process with the possibility of students' involvement in drug development that mixed regulatory, analytical, and technological issues. SUMMARY The application of the RPG allowed the creation of a narrative description of the process with the possibility of involving students in complicated problematics concerning drug development that mixed regulatory, analytical, and technological aspects of this process.
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Affiliation(s)
- Przemysław Dorożyński
- Department of Drug Technology and Pharmaceutical Biotechnology, Warsaw Medical University, Banacha 1, 02-097 Warszawa, Poland.
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Korayem GB, Alshaya OA, Kurdi SM, Alnajjar LI, Badr AF, Alfahed A, Cluntun A. Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:649-660. [PMID: 35801134 PMCID: PMC9255713 DOI: 10.2147/amep.s366724] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Accepted: 06/20/2022] [Indexed: 05/31/2023]
Abstract
Simulation-based education (SBE) is a fundamental teaching method that complements traditional teaching modalities. SBE has improved students' knowledge, understanding, and numerous essential skills within undergraduate pharmacy education, similar to traditional teaching methods. However, SBE has become crucial for developing students' teamwork, decision-making, and communication skills. Even though the Accreditation Council for Pharmacy Education (ACPE) has acknowledged the benefit of SBE in interprofessional education (IPE) and the introductory pharmacy practice experience (IPPE). This article provides evidence that SBE can be effective beyond that. This narrative review is focused on the literature related to SBE modalities and the assessment methods of student learning outcomes in the undergraduate pharmacy curriculum. The review illustrates that SBE is an effective teaching method that could be utilized within the pharmacy curriculum. The review also could help pharmacy educators decide on the best modality and placement of integrating patient simulation within the pharmacy curriculum. Combining multiple simulation techniques may be the best way to achieve the desired student learning outcomes.
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Affiliation(s)
- Ghazwa B Korayem
- Department of Pharmacy Practice, College of Pharmacy, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Omar A Alshaya
- Department of Pharmacy Practice, College of Pharmacy, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- Pharmaceutical Care Services, King Abdulaziz Medical City, Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Sawsan M Kurdi
- Department of Pharmacy Practice, College of Clinical Pharmacy, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Lina I Alnajjar
- Department of Pharmacy Practice, College of Pharmacy, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Aisha F Badr
- Pharmacy Practice Department, Faculty of Pharmacy, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Amjaad Alfahed
- Department of Pharmacy Practice, College of Pharmacy, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Ameera Cluntun
- Curriculum and Training Department, Health Academy, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia
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15
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Anacleto de Araújo DCS, Rocha KSS, Cerqueira-Santos S, Dos Santos Menezes PW, Pereira Dos Santos SN, Santos WMD, Faro A, Mesquita AR, de Lyra DP. Communication Apprehension Among Health Professions Students in Brazil. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:8603. [PMID: 34301562 PMCID: PMC10159453 DOI: 10.5688/ajpe8603] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2021] [Accepted: 06/25/2021] [Indexed: 05/06/2023]
Abstract
Objective. To determine the levels of communication apprehension experienced by health professions students in Brazil.Method. A cross-sectional study of dentistry, pharmacy, medicine, and nursing students at a Brazilian university was conducted from December 2019 to May 2020. The students were invited to complete the Personal Report of Communication Apprehension (PRCA-24) and provide demographic data. Univariate and bivariate analyses were conducted.Results. A total of 644 health students answered the survey, and 25.5% were classified as having high communication apprehension. Male participants had significantly lower PRCA-24 scores than female participants. No significant differences were found between PRCA-24 scores by age category or academic year. Medical students had significantly lower mean PRCA-24 scores than pharmacy students.Conclusion. The prevalence of communication apprehension was high among health professions students. Women and pharmacy students had the highest communication apprehension scores. Health educators should consider the effects of communication apprehension on students and use adequate interventions during communication skills training to alleviate this apprehension.
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Affiliation(s)
| | | | | | | | | | | | - André Faro
- Federal University of Sergipe, São Cristóvão, Sergipe, Brazil
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16
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Rowe EL, Gentry WM, Crocco RB, Mick K, Rust C. Content, delivery, and curricular integration: Bridging the gap between foundational sciences and pharmacy communications. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1484-1491. [PMID: 34799063 DOI: 10.1016/j.cptl.2021.09.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2020] [Revised: 06/23/2021] [Accepted: 09/14/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND AND PURPOSE The purpose of this study was to assess impact on knowledge, communication skills, and self-confidence of an oral presentation through integrated learning within a pharmaceutical sciences course and a pharmacy practice course within the first year of a three-year, accelerated pharmacy curriculum. EDUCATIONAL ACTIVITY AND SETTING First-year, first-quarter students were assigned to research, prepare, and give an oral presentation of an immunology topic pertaining to an autoimmune disease or an immune deficiency. In addition to assessments of content (immunology) and delivery (communications), students completed a 15-item, four-point Likert scale anonymous post-presentation survey, which provided an opportunity for the students to provide feedback about the assignments. Students were also encouraged to provide subjective feedback. FINDINGS A total of 140 students (88%) completed the survey. Results indicated favorable student response to the assignments. On average, students viewed this activity as a positive experience (total mean = 1.44 (95.71%)). Furthermore, students strongly agreed that the activity helped with public speaking and reinforced basic immune system concepts. Analysis of student responses and comments indicated positive reaction to active learning and self-directed learning. SUMMARY Overall results indicated an improvement in student confidence in ability to communicate specific material learned in a pharmaceutical sciences course. Curricular integration through oral presentations is one approach to increase student knowledge of pharmaceutical sciences and improve confidence and student self-awareness of personal communication skills.
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Affiliation(s)
- Erica L Rowe
- South College School of Pharmacy, 400 Goody's Ln, Suite 101, Knoxville, TN 37922, United States.
| | - William M Gentry
- South College School of Pharmacy, 400 Goody's Ln, Suite 101, Knoxville, TN 37922, United States
| | - R Braden Crocco
- South College School of Pharmacy, 400 Goody's Ln, Suite 101, Knoxville, TN 37922, United States
| | - Kristin Mick
- South College School of Pharmacy, 400 Goody's Ln, Suite 101, Knoxville, TN 37922, United States
| | - Connie Rust
- South College School of Pharmacy, 400 Goody's Ln, Suite 101, Knoxville, TN 37922, United States
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Kerr A, Kelleher C, Pawlikowska T, Strawbridge J. How can pharmacists develop patient-pharmacist communication skills? A realist synthesis. PATIENT EDUCATION AND COUNSELING 2021; 104:2467-2479. [PMID: 33726988 DOI: 10.1016/j.pec.2021.03.010] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Revised: 03/04/2021] [Accepted: 03/06/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVE To understand how pharmacists develop patient-pharmacist communication skills. METHODS A realist synthesis approach was used to understand how educational interventions work to improve patient-pharmacist communication. Initial programme theories were developed through a scoping search and stakeholder focus groups (faculty, students, patients and public). A systematic search was then conducted for evidence to test initial theories. Included papers were assessed for relevance and rigour. Extracted data was synthesised to refine the initial programme theories and develop modified programme theories. RESULTS Forty-seven papers were included in the final synthesis. Role-play with simulated patients and peers, video recording and lectures were the most widely reported interventions. Repeated practice, feedback, reflection and confidence were among the mechanisms by which interventions work. Modified programme theories relating to interactions of role-play, experiential learning, video recording, self-assessment and workshops were developed. CONCLUSIONS Outcomes of communication education interventions are influenced by the level of learner. Educational interventions that promote reflection are particularly useful. PRACTICAL IMPLICATIONS There are a wide range of theory-informed interventions, which should be used in a programmatic approach to communications education. A longitudinal programme of communication skills training, with intervention choice based on level of learning, is important.
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Affiliation(s)
- Aisling Kerr
- School of Pharmacy and Biomolecular Sciences, RCSI University of Medicine and Health Sciences, Dublin, Ireland.
| | - Caroline Kelleher
- Department of Psychology, Division of Population Health Sciences, RCSI University of Medicine and Health Sciences, Dublin, Ireland.
| | - Teresa Pawlikowska
- Health Professions Education Centre (HPEC), RCSI University of Medicine and Health Sciences, Dublin, Ireland.
| | - Judith Strawbridge
- School of Pharmacy and Biomolecular Sciences, RCSI University of Medicine and Health Sciences, Dublin, Ireland.
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Evaluation of a New Home Patient Services Practicum for Community Pharmacy Students in Japan. PHARMACY 2021; 9:pharmacy9030120. [PMID: 34209839 PMCID: PMC8293358 DOI: 10.3390/pharmacy9030120] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 06/25/2021] [Accepted: 06/27/2021] [Indexed: 11/17/2022] Open
Abstract
This study aimed to evaluate the usefulness of the practicum as well as assess the knowledge, skills, and various specific realizations that the students gained from it. A total of 244 students role-played a scenario in which a pharmacist visited a patient at home and provided pharmaceutical management services. After completing the practicum, the students completed (i) a questionnaire survey consisting of six questions that assessed their level of understanding of the role of pharmacists in home medical care and (ii) a rubric survey that evaluated their learning achievement. In addition, they submitted practicum portfolios describing the patients' living conditions, physical conditions, and background as well as the services that required consideration of said variables. Their responses to the portfolio item "What were noticed through the practicum" were analyzed using the grounded theory approach. After the practicum, 45% and 53% of the students reported having a full and partial understanding of a pharmacists' role in home medical care. The students' mean ± standard deviation rubric score was 3.0 ± 0.4. They classified monitoring drug use, support for improving medication adherence, and observation to identify side effects early as major service categories in home medical care. The practicum led the students to perceive the need for communication with patients and various healthcare professionals to improve their readiness for practical training.
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Gülpınar G, Özçelikay G. Development of a Structured Communication and Counseling Skills Course for Pharmacy Students: A Simulation-based Approach. Turk J Pharm Sci 2021; 18:176-184. [PMID: 33902256 DOI: 10.4274/tjps.galenos.2020.93709] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Objectives We aimed to develop a structured communication and counseling education program to improve pharmacy students' skills. Then, we objectively assessed this program by using simulated patients. The program aims to improve pharmacy students' communication and counseling skills by using a patient-centered approach. Materials and Methods The study was conducted in three stages. First, a "Pharmacist-Patient Communication and Counseling Skills" education program was developed. Second, this program was implemented for pharmacy students. Third, the program was tested on volunteer students and evaluated for its effectiveness. Results The education program had a very large effect (Cohen's dz: 6.074) on improving students' communication and counseling skills, especially their empathy skills. Conclusion The education program achieved its goals. After demonstrating the program's success, a course was added to the pharmacy curriculum, and a communication skills laboratory was established in the school.
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Affiliation(s)
- Gizem Gülpınar
- Ankara University Faculty of Pharmacy, Department of Pharmacy Management, Ankara, Turkey
| | - Gülbin Özçelikay
- Ankara University Faculty of Pharmacy, Department of Pharmacy Management, Ankara, Turkey
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20
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Gustafsson M, Wallman A, Mattsson S. Education Satisfaction among Pharmacy Graduates in Sweden. PHARMACY 2021; 9:pharmacy9010044. [PMID: 33670619 PMCID: PMC7931050 DOI: 10.3390/pharmacy9010044] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Revised: 02/12/2021] [Accepted: 02/15/2021] [Indexed: 11/16/2022] Open
Abstract
Education satisfaction is considered important for development of a professional identity and to increase learning. The aim was to investigate and compare education satisfaction over time among pharmacists who have graduated from the pharmacy programs at Umeå University, Sweden. Data concerning education satisfaction were collected using an alumni survey of pharmacists who graduated between 2015 and 2018. This was compared with pharmacists graduating between 2006 and 2014. The majority of the pharmacy graduates were very satisfied with their education (96%) and thought that the programs gave them a clear professional identity (92%). No differences in education satisfaction between graduation years 2015 and 2018 and 2006 and 2014 were found. A majority of the graduates considered that the knowledge and skills acquired during their education were useful in their present job (83%). Of the graduates who thought that the studies gave them a clear professional identity, a higher proportion were satisfied with their job (p < 0.001) and thought that their work duties reflected their studies (p = 0.005). Exploring education satisfaction may help educators to further develop the education and to better prepare the students for their professional working life.
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21
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Feeley B, Vandermause A, Shull SS, Margolis AR. Use of a novel videotaped presentation to improve pharmacy student confidence in presenting evidence-based medicine. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1180-1187. [PMID: 32739054 DOI: 10.1016/j.cptl.2020.05.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2019] [Revised: 03/27/2020] [Accepted: 05/29/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION We assessed the use of a novel videotaped presentation on pharmacy student confidence in presenting an evidence-based recommendation to theoretical healthcare professionals from various disciplines. METHODS Students in a required drug literature evaluation course prepared a three-min videotaped presentation critiquing an assigned journal article with the goal of providing a patient care recommendation to a fictional physician. To determine change in confidence, students completed a pre-/post-survey on a 5-point scale. Survey questions explored confidence in presenting and discussing article evidence with both peers and licensed healthcare providers as well as making verbal recommendations for medication use. The survey also included open-ended questions to assess perceptions of the assignment and suggestions for assignment improvement. RESULTS Over two years, 208 students completed both surveys (75.9%). Student confidence significantly increased for all items from the pre- to the post-survey. Items with the largest increase in confidence were presenting medical literature to peers, pharmacists, and other healthcare professionals (range 0.72 to 0.89 mean increase for these items). Students reported increased preparedness in presenting, improved conciseness in presenting, and increased self-awareness as a result of the assignment. The majority of students had no suggestions for assignment improvements. CONCLUSIONS Use of a videotaped assignment is a novel, low-resource option for assessing student skills. This video presentation activity allowed students to gain additional communication practice without additional administrative resources. The activity resulted in increased pharmacy student confidence in discussing medical literature and making evidence-based recommendations for medication use.
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Affiliation(s)
- Brekk Feeley
- University of Wisconsin-Madison, School of Pharmacy, 1031 Rennebohm Hall, 777 Highland Avenue, Madison, WI 53705, United States
| | - Andrew Vandermause
- University of Wisconsin-Madison, School of Pharmacy, 1031 Rennebohm Hall, 777 Highland Avenue, Madison, WI 53705, United States
| | - Sara S Shull
- University of Wisconsin-Madison, School of Pharmacy, 1031 Rennebohm Hall, 777 Highland Avenue, Madison, WI 53705, United States
| | - Amanda R Margolis
- University of Wisconsin-Madison, School of Pharmacy, 1031 Rennebohm Hall, 777 Highland Avenue, Madison, WI 53705, United States.
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Franz T, Cailor S, Chen AMH, Thornton P, Norfolk M. Improvement of student confidence and competence through a self-care skills multi-course integration. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:378-387. [PMID: 32334752 DOI: 10.1016/j.cptl.2019.12.022] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2019] [Revised: 09/25/2019] [Accepted: 12/07/2019] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Our goal was to evaluate the impact of integrating self-care concepts in class, a pharmacy practice laboratory, and an introductory pharmacy practice experience on student confidence and competence in self-care counseling. METHODS Two cohorts of first-year professional pharmacy students were taught self-care topics using team-based learning (TBL) pedagogy. Students then applied their knowledge in two different settings: a patient-counseling simulation in a pharmacy practice laboratory and a real patient encounter at a pharmacy practice site. Students were evaluated on their performance at both settings using a validated rubric as well as on their self-reported confidence before and after the classroom engagement and after the counseling practice. Wilcoxon signed-rank and Friedman tests were used to examine pre-post changes and changes across all three assessments. RESULTS Reported student confidence levels rose after classroom learning and again after the real patient encounter. Student improvement was mirrored in rubric scores from the pharmacy practice laboratory simulation as well as from the pharmacy practice site encounter. CONCLUSIONS This research showed that integration of self-care topics across three different settings improved student confidence and competence in self-care counseling, demonstrating the value of providing multiple opportunities for students to apply knowledge and practice skills. Further research is needed to apply this longitudinal structure of learning to other classes in the pharmacy curriculum.
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Affiliation(s)
- Thad Franz
- Cedarville University School of Pharmacy, 251 N. Main Street, Cedarville, OH 45314, United States.
| | - Stephanie Cailor
- Cedarville University School of Pharmacy, 251 N. Main Street, Cedarville, OH 45314, United States.
| | - Aleda M H Chen
- Cedarville University School of Pharmacy, 251 N. Main Street, Cedarville, OH 45314, United States.
| | - Phillip Thornton
- Mint Hill Pharmacy, 7200 Matthews Mint Hill Rd., Mint Hill, NC 28227, United States
| | - MeiLing Norfolk
- Cedarville University School of Pharmacy, 251 N. Main Street, Cedarville, OH 45314, United States.
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Rust C, Gentry WM, Ford H. Assessment of the effect of communication skills training on communication apprehension in first year pharmacy students - A two-year study. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:142-146. [PMID: 32147155 DOI: 10.1016/j.cptl.2019.11.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2019] [Revised: 08/08/2019] [Accepted: 11/08/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION The purpose of the study is to assess the impact of a communication skills course on communication apprehension (CA) in two cohorts of first-year (P1), first quarter pharmacy students over a consecutive two-year span. METHODS The personal report of CA (PCRA-24) was administered at the beginning and completion (pre-post) of a skills-centered communication course to two cohorts of P1, first quarter pharmacy students over a consecutive two-year period. The delivery of the communications course was redesigned during this timeframe based on post-course analysis data and student feedback to incorporate opportunities for students to engage in active learning activities throughout the course. RESULTS Results of the study revealed a statistically significant reduction of total CA in both cohorts. Cohort 1 had significant reduction of CA in all four measured domains: group discussion meetings, interpersonal communication, and public speaking. Cohort 2 had significant reduction in two of the domains (group and meeting). CONCLUSIONS Overall, this study indicated that the format of this P1, first quarter communications course had a positive effect on student CA. In addition to the data collected for this research project, post-course evaluations and student comments indicated an overall positive reaction to the design and delivery of the course material, active learning assignments, and assessments.
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Affiliation(s)
- Connie Rust
- South College School of Pharmacy, 400 Goody's Lane Suite 101, Knoxville, TN 37922, United States.
| | - William M Gentry
- South College School of Pharmacy, 400 Goody's Lane Suite 101, Knoxville, TN 37922, United States.
| | - Heath Ford
- South College School of Pharmacy, 400 Goody's Lane Suite 101, Knoxville, TN 37922, United States.
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Donovan EE, Brown LE, Rush SK, Greenwell MR, Table B, Zhu Y, Kearns KD. An Applied Improvisational Pharmacy Communication Workshop Implemented During Orientation for First-Year Pharmacy Students. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7250. [PMID: 32292193 PMCID: PMC7055415 DOI: 10.5688/ajpe7250] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2018] [Accepted: 06/25/2019] [Indexed: 05/15/2023]
Abstract
Objective. To deliver a brief, applied workshop in improvisational communication skills during the new student orientation for first-year Doctor of Pharmacy students and to assess students' perceptions about the experience. Methods. Communication instructors developed a two-hour communication "boot camp" based on established principles of clear, responsive, flexible communication. They taught core skills through interactive applied improvisational exercises and facilitated debriefings. A questionnaire was administered following the workshop that asked students to rate the quality of the session and comment on its strengths and weaknesses. Results. Of the 124 students who participated in the workshop, 95 (77%) completed evaluations at the end. Their feedback was generally favorable: 90% of participants indicated that the boot camp improved their communication skills and 92% agreed that the activities were realistic and relevant to real-life scenarios. The students reported that they valued the chance to connect with classmates, learn how to adapt to different audiences, and explore how communication skills would be useful in professional settings. Conclusion. This interactive program delivered valuable content in a short period of time. Student feedback suggested that they valued the expertise of communication instructors and the playful, active method of learning. The creation of the workshop was labor-intensive because of the formative research that guided it.
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Affiliation(s)
- Erin E. Donovan
- The University of Texas at Austin, Moody College of Communication, Austin, Texas
- The University of Texas at Austin, College of Pharmacy, Austin, Texas
- The University of Texas at Austin, Center for Health Communication, Austin, Texas
| | - Laura E. Brown
- The University of Texas at Austin, Center for Health Communication, Austin, Texas
| | - Sharon K. Rush
- The University of Texas at Austin, College of Pharmacy, Austin, Texas
| | | | - Billy Table
- The University of Texas at Austin, Moody College of Communication, Austin, Texas
| | - Yaguang Zhu
- The University of Texas at Austin, Moody College of Communication, Austin, Texas
| | - Kyle D. Kearns
- The University of Texas at Austin, Moody College of Communication, Austin, Texas
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Vizeshfar F, Zare M, Keshtkaran Z. Role-play versus lecture methods in community health volunteers. NURSE EDUCATION TODAY 2019; 79:175-179. [PMID: 31136868 DOI: 10.1016/j.nedt.2019.05.028] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2018] [Revised: 04/24/2019] [Accepted: 05/16/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Considering the key role of health volunteers in promoting community's health, their effective training is of particular importance. Training can be more effective through cooperative and learner-centered methods. Role-play is among the cooperative methods with numerous advantages. Considering the positive impact of training via various methods, we aimed to compare training through role-play and lecture on health volunteers' health knowledge in selected comprehensive health centers of Shiraz, Iran. METHODS This quasi-experimental study was conducted on all health volunteers in four comprehensive health centers selected via random cluster sampling during the second half of 2017. The participants were divided into intervention and control groups and took part in the pretest based on the book entitled "Promotion of Breastfeeding". Based on the pretest results, health volunteers trained the participants in three educational sessions. The two groups were evaluated again immediately and two months after the intervention. RESULTS The mean age of the participants was 49.97 ± 8.1 and 46.52 ± 10.74 years in intervention and control groups, respectively. Most participants were married (94.8%) and had diplomas (92.1%).A significant difference was seen between both groups in knowledge scores at the three time points (P < 0.001). A significant difference was found between the two groups regarding knowledge scores immediately and two months after the intervention (P < 0.001), indicating the effectiveness of training through role-play. CONCLUSION The advantages of role-play, including development of communication skills and active listening, resulted in the learners' enthusiasm and motivation. This method was accompanied with higher educational output as well as longer knowledge persistence. Role-play increased cooperation and group discussions performed after the role-play promoted the transfer emotional experiences.
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Affiliation(s)
- Fatemeh Vizeshfar
- Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
| | - Marzieh Zare
- Student Research Committee, Shiraz University of Medical Sciences Shiraz, Iran
| | - Zahra Keshtkaran
- Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
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Borja-Hart NL, Spivey CA, George CM. Use of virtual patient software to assess student confidence and ability in communication skills and virtual patient impression: A mixed-methods approach. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:710-718. [PMID: 31227094 DOI: 10.1016/j.cptl.2019.03.009] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2018] [Revised: 02/07/2019] [Accepted: 03/12/2019] [Indexed: 05/26/2023]
Abstract
BACKGROUND AND PURPOSE Knowledge related to the use of virtual patients (VP) in pharmacy education is limited in relation to student satisfaction with this learning technique. This project aimed to assess students' confidence and impressions in using their communication skills with a VP and to evaluate their skills using this technology. EDUCATIONAL ACTIVITY AND SETTING This explanatory mixed-methods study was conducted with first-year doctor of pharmacy students. Fourteen survey items that addressed confidence in student abilities and VP impressions were analyzed. Mann-Whitney U tests were conducted to compare pre- and post- scores. Student reflections were reviewed to obtain primary themes and concerns. Descriptive statistics were used for student grades. FINDINGS Out of 205 students, 203 completed the pre-survey and 163 completed the post-survey. Responses regarding pre-post confidence indicated statistically significant improvement (p < 0.001) for 8 of 10 survey items as follows: understand history taking, conduct an organized interview, elicit subjective information, ask follow-up questions, ask questions related to severity, document subjective data, document objective data, and organize an interview. Regarding their impressions toward VPs, student responses were improved and statistically significant (p < 0.001) for 1 of 4 survey items (tools are easy to use). Forty-two students stressed the need to improve their written communication skills in the self-reflection. The average grade for subjective data was 31.48% and for objective data was 93.66%. SUMMARY This VP program improved student confidence in their verbal and written communication skills despite low subjective data scores.
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Affiliation(s)
- Nancy L Borja-Hart
- University of Tennessee Health Science Center College of Pharmacy, Department of Clinical Pharmacy and Translational Science, 301 S. Perimeter Park Dr., Suite 220, Nashville, TN 37211, United States.
| | - Christina A Spivey
- University of Tennessee Health Science Center College of Pharmacy, Department of Clinical Pharmacy and Translational Science, 881 Madison Ave., Memphis, TN 38163, United States.
| | - Christa M George
- University of Tennessee Health Science Center College of Pharmacy, Department of Clinical Pharmacy and Translational Science, 881 Madison Ave., Memphis, TN 38163, United States.
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Pruskowski J, Patel R, Brazeau G. The Need for Palliative Care in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7410. [PMID: 31333268 PMCID: PMC6630864 DOI: 10.5688/ajpe7410] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/16/2018] [Accepted: 02/28/2019] [Indexed: 06/10/2023]
Abstract
There is a growing need for palliative care pharmacists in the United States. There is also a gap in the education of palliative care for pharmacy students. To address both, pharmacy schools must develop and disseminate palliative care-focused experiences, including traditional didactic lectures, problem-based learning, interactive skills, laboratory- and web-based experiences. This commentary presents the need for palliative care-focused experiences in the Doctor of Pharmacy (PharmD) degree program, and how schools can take smaller steps to tackle this issue.
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Affiliation(s)
| | - Ravi Patel
- University of Pittsburgh School of Pharmacy, Pittsburgh, Pennsylvania
| | - Gayle Brazeau
- Marshall University, Huntington, West Virginia
- Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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Jin HK, Park SH, Kang JE, Choi KS, Kim HA, Jeon MS, Rhie SJ. The influence of a patient counseling training session on pharmacy students' self-perceived communication skills, confidence levels, and attitudes about communication skills training. BMC MEDICAL EDUCATION 2019; 19:172. [PMID: 31138185 PMCID: PMC6540548 DOI: 10.1186/s12909-019-1607-x] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2019] [Accepted: 05/13/2019] [Indexed: 05/15/2023]
Abstract
BACKGROUND The ability to communicate effectively is an essential skill for a pharmacist. However, the curricula of most pharmacy schools in South Korea do not include communication skills training (CST). This study aims to evaluate the effects of CST in pharmacy education. METHODS This study was a comparison of pre- and post-intervention surveys completed by sixty fifth-year pharmacy students who participated in communication skills and patient counseling training during the spring 2017 semester. The students were asked to respond to 49 questions addressing 4 self-assessment categories: communication skills (24), attitudes (19), and confidence levels (2) at the beginning and end of the CST, and their perception of CST (4) after completing the course. The training session included lectures, small group work, role play, videos, and performance feedback by a tutor. Data were analyzed using the paired t-test with Bonferroni's correction for multiple comparisons. The open-ended questions were analyzed using inductive content analysis. RESULTS The pharmacy students' self-assessment of their communication skills, attitudes toward the communication course, and confidence levels showed significant improvement after the CST. Most students (96.7%) indicated the necessity of a pharmacy communication curriculum. They responded that CST is helpful for effective communication with patients (33.3%) and other healthcare professionals (31.7%). Role-playing was reported as the most preferred learning method (58.3%). CONCLUSIONS CST significantly impacted pharmacy students' skills, attitudes, and confidence levels related to communication skills and patient counseling. These findings indicate that communications training should be included in the regular curriculum of pharmacy schools.
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Affiliation(s)
- Hye Kyung Jin
- College of Pharmacy, Ewha Womans University, Seoul, 03760 Republic of Korea
| | - So Hyun Park
- College of Pharmacy and Division of Life and Pharmaceutical Sciences Graduate School, Ewha Womans University, Seoul, 03760 Republic of Korea
| | - Ji Eun Kang
- College of Pharmacy and Division of Life and Pharmaceutical Sciences Graduate School, Ewha Womans University, Seoul, 03760 Republic of Korea
- Department of Pharmacy, National Medical Center, Seoul, 04564 Republic of Korea
| | - Kyung Suk Choi
- College of Pharmacy and Division of Life and Pharmaceutical Sciences Graduate School, Ewha Womans University, Seoul, 03760 Republic of Korea
- Department of Pharmacy, Seoul National University Bundang Hospital, Seongnam, 13620 Republic of Korea
| | - Hong Ah. Kim
- College of Pharmacy and Division of Life and Pharmaceutical Sciences Graduate School, Ewha Womans University, Seoul, 03760 Republic of Korea
| | - Min Seon Jeon
- College of Pharmacy and Division of Life and Pharmaceutical Sciences Graduate School, Ewha Womans University, Seoul, 03760 Republic of Korea
- Department of Pharmacy, Seoul National University Bundang Hospital, Seongnam, 13620 Republic of Korea
| | - Sandy Jeong Rhie
- College of Pharmacy, Ewha Womans University, Seoul, 03760 Republic of Korea
- College of Pharmacy and Division of Life and Pharmaceutical Sciences Graduate School, Ewha Womans University, Seoul, 03760 Republic of Korea
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Jacob SA, Larter J, Blair A, Boyter AC. Using forum theatre to teach communication skills within an undergraduate pharmacy curriculum: A qualitative evaluation of students' feedback. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:373-381. [PMID: 31040013 DOI: 10.1016/j.cptl.2019.01.015] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2018] [Revised: 10/15/2018] [Accepted: 01/20/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND AND PURPOSE Pharmacists need to learn communication styles which adopt a more consultative model. The objectives of this paper are to describe the use of forum theatre facilitated by actors to teach communication skills to pharmacy students and to highlight perceptions of the workshops. EDUCATIONAL ACTIVITY AND SETTING During the actor-led forum theatre, students redirected scenes depicting pharmacist-patient consultations. Students also learned about their own communication styles and role-played consultations and interview situations with actors. Pharmacy undergraduate students enrolled in years 2, 3, and 4 answered open-ended questions online at the end of workshops. All responses were coded to identify themes. FINDINGS Five themes emerged from 752 comments: (1) workshops were useful in facilitating communication skills development, (2) workshops encouraged reflection, (3) appreciation of feedback provided, (4) the live, interactive nature of the workshop enhanced learning, and (5) suggestions for improvement. There were requests for more varied scenarios involving different patient groups and more opportunities to participate in the role-plays. Students also requested smaller groups, which would encourage participation from those who were reticent and allow more personal feedback. SUMMARY The use of forum theatre employing role-play, small group coaching on consultation and interview skills, and emphasizing feedback was perceived as an effective and engaging method to teach communication skills.
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Affiliation(s)
- Sabrina Anne Jacob
- Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, 161 Cathedral St, Glasgow G4 0RE, Scotland, United Kingdom of Great Britain and Northern Ireland.
| | - James Larter
- RoleplayUK, 22 St Peters Street, Stamford Lincolnshire PE9 2PF, United Kingdom of Great Britain and Northern Ireland.
| | - Andrew Blair
- RoleplayUK, 22 St Peters Street, Stamford Lincolnshire PE9 2PF, United Kingdom of Great Britain and Northern Ireland.
| | - Anne C Boyter
- Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, 161 Cathedral St, Glasgow G4 0RE, Scotland, United Kingdom of Great Britain and Northern Ireland.
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Bellottie GD, Kirwin J, Allen RA, Anksorus HN, Bartelme KM, Bottenberg MM, Dula CC, Kane TH, Lee PH, McMillan A, Riley BL, Waghel R. Suggested pharmacy practice laboratory activities to align with pre-APPE domains in the Doctor of Pharmacy curriculum. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:1303-1320. [PMID: 30497635 DOI: 10.1016/j.cptl.2018.06.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2017] [Revised: 02/26/2018] [Accepted: 06/06/2018] [Indexed: 06/09/2023]
Abstract
OUR SITUATION The Accreditation Council for Pharmacy Education outlines ability statements that pharmacy students should be able to demonstrate prior to beginning their Advanced Pharmacy Practice Experiences (APPEs). Practice laboratory courses offer extensive opportunities for students to participate in activities and assessments that enable them to meet the objectives outlined in the Pre-APPE Core Domains in Standards 2016. This review identifies selected published literature, activities, and assessment methods that can be adapted and implemented in practice laboratory courses to help achieve the abilities outlined within the Pre-APPE Core Domains. METHODOLOGICAL LITERATURE REVIEW The Medline database and journals related to pharmacy education were searched to identify activities and assessments for each domain. Search terms for each core domain were extracted from the domain titles, ability statements, and performance competencies and coupled with "laboratory" or "lab." "Pharmacy" was also added as a search term when searching the Medline database. Preference was given to example activities published in the last 15 years. Abstracts and activities based on author experience were also included. OUR RECOMMENDATIONS AND THEIR APPLICATIONS Specific examples of how activities and assessments can be included in practice laboratories to develop or refresh skills identified in the pre-APPE core domains were described. POTENTIAL IMPACT The practice laboratory setting is an ideal place for students to learn and practice the skills necessary to demonstrate readiness for APPEs. This paper serves as a resource for instructors, curriculum committees, or pharmacy programs looking for ideas to expand specific training or develop particular skill areas.
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Affiliation(s)
- Gina DeSevo Bellottie
- Department of Pharmacy Practice, Jefferson College of Pharmacy, Thomas Jefferson University, 901 Walnut Street, Suite 901, Philadelphia, PA 19107, United States.
| | - Jennifer Kirwin
- Department of Pharmacy and Health Systems Sciences, Northeastern University School of Pharmacy, Mail Stop - R218, 360 Huntington Avenue, Boston, MA 02115, United States.
| | - Rachel A Allen
- University of Washington School of Pharmacy, HSB H-375, Box 357630, Seattle, WA 98195-7630, United States.
| | - Heidi N Anksorus
- Division of Practice Advancement and Clinical Education, University of North Carolina Eshelman School of Pharmacy, CB #7574, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7574, United States.
| | - Kassandra M Bartelme
- Concordia University Wisconsin School of Pharmacy, 12800 N Lake Shore Drive, Mequon, WI, United States.
| | - Michelle M Bottenberg
- Drake University College of Pharmacy and Health Sciences, 2507 University Avenue, Des Moines, IA 50311, United States.
| | - Colleen Clark Dula
- The Ohio State University, 500 West 12th Avenue, Columbus, OH 43210, United States.
| | - Teresa H Kane
- Albany College of Pharmacy and Health Sciences, 106 New Scotland Avenue, Albany, NY 12208, United States.
| | - Phillip H Lee
- Belmont University College of Pharmacy, McWhorter Hall, 309, 1900 Belmont Boulevard, Nashville, TN 37212, United States.
| | - Ashlee McMillan
- West Virginia University, PO Box 9520, Morgantown, WV 26506, United States.
| | - Brittany L Riley
- Department of Pharmacy Practice, Administration and Research, Marshall University School of Pharmacy, 1 John Marshall Drive, Huntington, WV 25755, United States.
| | - Rashi Waghel
- Wingate University School of Pharmacy, 515 N. Main Street, Wingate, NC 28174, United States.
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Jin HK, Choi JH, Kang JE, Rhie SJ. The effect of communication skills training on patient-pharmacist communication in pharmacy education: a meta-analysis. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2018; 23:633-652. [PMID: 28918571 DOI: 10.1007/s10459-017-9791-0] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/27/2017] [Accepted: 08/05/2017] [Indexed: 05/17/2023]
Abstract
Communication skills in pharmacy education and practice are increasingly regarded as a crucial component. However, thus far, estimating of the overall communication skills training (CST) effects in a variety of outcomes is lacking. The aim of this study was to synthesize the effects of CST in pharmacy education by performing a meta-analysis of CST studies. We searched MEDLINE, EMBASE, ERIC, CINAHL, PsycINFO, Cochrane Library, Web of Science, Communication and Mass Media Complete (CMMC), key journals, and bibliographic databases. The effect sizes (ESs) were extracted and pooled in random effects meta-analyses. We assessed the quality of the study using the Medical Education Research Study Quality Instrument (MERSQI). From 34,737 articles, 9 studies were included in this meta-analysis. The overall effect size for CST was 0.611 (95% CI 0.327-0.895), and it was statistically significant (p = 0.000). We found based on the subgroup analyses that CST has a large effect size when it used stand-alone courses, lecture-lab based courses, video recordings, feedback, training for 2 or more semesters, hours per week ≥5 h and external assessments. For the CST effect, the effect sizes were ranked in order of confidence, knowledge, skills, and attitudes. The result of the meta-regression is that the total number of attendees is significantly negatively correlated with the effect sizes of the CST. The findings of the present meta-analysis provide evidence that CST in pharmacy education may act as an efficient way to improve the communication competency of students, and it may serve as a guide for pharmacy educators.
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Affiliation(s)
- Hye Kyung Jin
- College of Pharmacy, Ewha Womans University, Seoul, 03760, Republic of Korea
| | - Jae Hee Choi
- Division of Life and Pharmaceutical Sciences Graduate School, Ewha Womans University, Seoul, 03760, Republic of Korea
- Department of Pharmacy, Konkuk University Medical Center, Seoul, 05030, Republic of Korea
| | - Ji Eun Kang
- Division of Life and Pharmaceutical Sciences Graduate School, Ewha Womans University, Seoul, 03760, Republic of Korea
- Department of Pharmacy, National Medical Center, Seoul, 04564, Republic of Korea
| | - Sandy Jeong Rhie
- College of Pharmacy, Ewha Womans University, Seoul, 03760, Republic of Korea.
- Division of Life and Pharmaceutical Sciences Graduate School, Ewha Womans University, Seoul, 03760, Republic of Korea.
- Ewha Womans University Mokdong Hospital, Seoul, 07985, Republic of Korea.
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O'Brien CE, Stafford R, Franks AM. Establishment of a patient-centered communication course to address curricular gaps. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:933-939. [PMID: 30236431 DOI: 10.1016/j.cptl.2018.04.008] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2017] [Revised: 02/16/2018] [Accepted: 04/02/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND AND PURPOSE Patient-centered communication (PCC) skills are critical to the practice of pharmacy. A gap analysis of the communication content of our curriculum revealed inadequate coverage of several competencies recommended by a National Association of Chain Drug Stores Foundation - National Community Pharmacy Association - Accreditation Council for Pharmacy Education joint task force report: "support patient behavior change through skills such as motivational interviewing", "demonstrate compassion and empathy for patients", and "solve adherence challenges created by low health literacy". EDUCATIONAL ACTIVITY AND SETTING A required PCC course, heavily grounded in motivational interviewing principles, was introduced into the spring of the first professional year to address the identified curricular gaps. Activities and assessments in additional semesters were added to further develop these skills and provide accountability. FINDINGS The course addressed the curricular gaps and was well-received by students. Students demonstrated competency in a role-play setting including improved proficiency between role-play activities. Reflections from a community pharmacy introductory pharmacy practice experience (IPPE) demonstrate that students perceived an ability to use the skills in practice. DISCUSSION AND SUMMARY This course has been successfully established as an introduction to PCC concepts and skills for first professional year pharmacy students. Use of the skills during a community pharmacy IPPE illustrates that the class functions as a foundation on which to further develop these skills throughout the remaining didactic and experiential curricula.
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Affiliation(s)
- Catherine E O'Brien
- University of Arkansas for Medical Sciences College of Pharmacy, Department of Pharmacy Practice, 4301 West Markham Street, Slot 522, Little Rock, AR 72205, United States.
| | - Rachel Stafford
- University of Arkansas for Medical Sciences College of Pharmacy, Department of Pharmacy Practice, 4301 West Markham Street, Slot 522, Little Rock, AR 72205, United States.
| | - Amy M Franks
- University of Arkansas for Medical Sciences College of Pharmacy, Department of Pharmacy Practice, 4301 West Markham Street, Slot 522, Little Rock, AR 72205, United States.
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Pawluk SA, Zolezzi M, Rainkie D. Comparing student self-assessments of global communication with trained faculty and standardized patient assessments. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:779-784. [PMID: 30025780 DOI: 10.1016/j.cptl.2018.03.012] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2017] [Revised: 11/19/2017] [Accepted: 03/02/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND AND PURPOSE Assess the reliability of first year pharmacy student assessments completed by faculty members in comparison with a standardized patient (SP), and student self-assessments during a structured educational module on communication. EDUCATIONAL ACTIVITY AND SETTING Pharmacy students completed four stations focused on communication with an SP. During each encounter, students completed a self-assessment and were evaluated by a faculty member and a trained SP. A five point Likert scale was used to evaluate student performance. Faculty assessments were compared against all others. A Pearson correlation coefficient for total scores was used and a Cohen's kappa was used to compare inter-rater reliability. Agreement and correlation was performed with student results categorized into poor, adequate, and exceptional performance based on faculty evaluation. FINDINGS Twenty-four students participated. In all stations, student self-assessments were graded higher than corresponding faculty and SP assessments. Agreement between faculty, SP, and self-assessment was fair to slight (k < 0.4) for all comparisons but only significant (p < 0.05) between the faculty and self-assessment. After categorization, there was a small, non-significant correlation between faculty and self-assessment (r = 0.13, p = 0.21) and moderate and significant correlation between faculty and SP (r = 0.32, p = 0.001). Categorized inter-rater agreement was fair for all comparisons (k < 0.2) and only significant (p < 0.05) between faculty and SP assessment. DISCUSSION Pharmacy students in their first professional year assess their communication skills more positively than other evaluators. Further instruction for students and reflection may be required to build understanding of global assessment in communication. SUMMARY There is high incongruity between student self-assessment and faculty appraisal.
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Affiliation(s)
| | - Monica Zolezzi
- College of Pharmacy, Qatar University, PO Box 2713, Doha, Qatar.
| | - Daniel Rainkie
- College of Pharmacy, Qatar University, PO Box 2713, Doha, Qatar.
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Gilmartin-Thomas JFM, McNeil J, Powell A, Malone DT, Larson IC, O'Reilly CL, Kirkpatrick CM, Kipen E, Petrovich T, Ryan-Atwood TE, Bell JS. Qualitative evaluation of how a virtual dementia experience impacts medical and pharmacy students' self-reported knowledge and attitudes towards people with dementia. DEMENTIA 2018; 19:205-220. [PMID: 29661097 DOI: 10.1177/1471301218770270] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Objectives It is important for healthcare professional students to understand the experience of people with dementia, their family, and their carers. Despite person-centred educational policies, current curriculums may not adequately prepare students to meet the needs of people with dementia. This study qualitatively evaluated the impact of a virtual dementia experience on medical and pharmacy students’ self-reported knowledge and attitudes towards people with dementia. Methods Ten focus groups were conducted with 29 medical and 24 pharmacy students in September and October 2016. All students had undertaken a multisensory virtual dementia experience designed to simulate the cognitive and perceptual difficulties faced by people with dementia. Focus groups were used to evaluate the virtual dementia experience in terms of perceived usefulness, suggestions for improvement, and ability to inform students’ understanding of dementia-friendly environments. Focus groups were audio-recorded and analysed via a thematic approach. Results The virtual dementia experience was described as useful and impactful, and students suggested how it could be more tailored towards their learning needs, such as via incorporating hospital, medical, and pharmacy-specific scenarios and opportunities for role play. Additionally, students explained how dementia-friendly communication techniques could be used in their future practice and provided strategies to optimise dementia-friendly characteristics of current work environments. Conclusion A virtual dementia experience improved student self-reported knowledge and attitudes towards people with dementia.
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Affiliation(s)
- Julia F-M Gilmartin-Thomas
- Department of Epidemiology and Preventive Medicine, School of Public Health and Preventive Medicine, Faculty of Medicine, Nursing and Health Sciences, Monash University, Australia; Research Department of Practice and Policy, University College London School of Pharmacy, UK
| | - John McNeil
- Department of Epidemiology and PreventiveMedicine, School of Public Health and Preventive Medicine, Faculty of Medicine, Nursing and Health Sciences, Monash University
| | - Anne Powell
- Central Clinical School, Faculty of Medicine, Nursing and Health Sciences, Monash University, Australia
| | | | - Ian C Larson
- Monash Institute of Pharmaceutical Sciences, Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Australia
| | | | - Carl M Kirkpatrick
- Centre for Medicine Use and Safety, Faculty ofPharmacy and Pharmaceutical Sciences, Monash University, Australia
| | - Eva Kipen
- Central Clinical School, Faculty of Medicine, Nursing and Health Sciences, Monash University, Australial; Aged Care Service, Caulfield Hospital, Alfred Health
| | | | | | - J Simon Bell
- Centre for Medicine Use and Safety, Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Australia
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Smith KJ, Grundmann O, Li RM. The development and impact of active learning strategies on self-confidence in a newly designed first-year self-care pharmacy course - outcomes and experiences. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:499-504. [PMID: 29793713 DOI: 10.1016/j.cptl.2017.12.008] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2017] [Revised: 08/25/2017] [Accepted: 12/24/2017] [Indexed: 06/08/2023]
Abstract
BACKGROUND AND PURPOSE The primary objective of this investigation was to determine the effectiveness of different active learning exercises in a newly-designed flipped-classroom self-care course in applying newly acquired knowledge of self-care and improving the confidence of first-year pharmacy students to recommend self-care treatments and counsel patients. The early development of these skills is essential for the subsequent Community Introductory Pharmacy Practice Experience (CIPPE). EDUCATIONAL ACTIVITY AND SETTING An unpaired anonymous survey was administered to students, pre- and post-course, to ascertain their opinions on the effectiveness of various teaching strategies and active learning exercises on learning and on their confidence in treatment-planning and patient counseling for self-care patients. Comparison between pre- and post-course Likert scores was conducted using a one-way ANOVA followed by a post-hoc Tukey's test with significance at p = 0.05. All other tests of significance were conducted using a student's t-test with significance at p = 0.05. FINDINGS Students' self-confidence in developing treatment plans and in counseling for non-prescription drugs and dietary supplements significantly improved from the beginning to the end of this self-care course. The response rate was high in both the pre- (N = 208, 88.1%) and post- (N = 198, 83.9%) course surveys. The positive change in confidence was not reflected in increased performance on the final exam represented by a lower average score than the midterm exam. DISCUSSION AND SUMMARY Active learning sessions and the flipped classroom approach in this first-year pharmacy self-care course contributed to increased self-confidence in making recommendations and counseling patients on proper use of nonprescription medications and dietary supplements.
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Affiliation(s)
- Kathryn J Smith
- Department of Pharmacotherapy and Translational Research, University of Florida College of Pharmacy, P.O. Box 100483, Gainesville, FL 32610-0483, United States.
| | - Oliver Grundmann
- Department of Medicinal Chemistry, University of Florida College of Pharmacy, P.O. Box 100485, Gainesville, FL 32610-0483, United States.
| | - Robin Moorman Li
- Department of Pharmacotherapy and Translational Research, University of Florida College of Pharmacy, 580 West 8th Street Box T5, Jacksonville, FL 32209-6533, United States.
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Bond R, Donohoe KL, Jakeman B, Davis HT, Morgan L. Combining rhetoric and role-play to introduce and develop patient presentation skills in third year pharmacy students. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:1164-1169. [PMID: 29233387 DOI: 10.1016/j.cptl.2017.07.029] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2015] [Revised: 05/22/2017] [Accepted: 07/31/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND AND PURPOSE To implement a mock rounds activity designed to introduce and develop patient presentation skills in pharmacy students. EDUCATIONAL ACTIVITY AND SETTING The sample population included third-year pharmacy students enrolled at the University of New Mexico (UNM) and Virginia Commonwealth University (VCU) during Fall 2011, 2012, and 2013. A mock rounds activity was developed and implemented in the Pharmaceutical Care Lab setting. Students were assigned an infectious disease case and asked to create an assessment and plan to present orally to an acting preceptor in a small group laboratory setting. Summative assessment of student performance was evaluated using a standardized rubric. FINDINGS A total of 621 students (VCU: 371; UNM: 250) from both universities participated in the mock rounds activity. Data was collected using the rubric. Students scored highest in the areas of respectfulness (94.8% exceeds expectations) and completion time (86.9% exceeds expectations). The lowest ratings were in the areas of logical flow and organization (73.7% exceeds expectations) and ability to answer preceptors' questions (73.3% exceeds expectations). DISCUSSION AND SUMMARY A simulated mock rounds activity enabled students to practice patient case presentation skills and receive summative feedback prior to Advanced Pharmacy Practice Experiences.
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Affiliation(s)
- Rucha Bond
- Tullahoma Drug Store, Tullahoma, TN 37388, United States; Belmont University College of Pharmacy, Nashville, TN, United States.
| | - Krista L Donohoe
- Virginia Commonwealth University School of Pharmacy, Richmond, VA, United States.
| | - Berrnadette Jakeman
- University of New Mexico College of Pharmacy, Albuquerque, NM, United States.
| | | | - Laura Morgan
- Virginia Commonwealth University School of Pharmacy, Richmond, VA, United States.
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Islam MA, Sabnis G, Farris F. The trilayer approach of teaching physiology, pathophysiology, and pharmacology concepts in a first-year pharmacy course: the TLAT model. ADVANCES IN PHYSIOLOGY EDUCATION 2017; 41:395-404. [PMID: 28679578 DOI: 10.1152/advan.00047.2017] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2017] [Revised: 05/15/2017] [Accepted: 05/16/2017] [Indexed: 06/07/2023]
Abstract
This paper describes the development, implementation, and students' perceptions of a new trilayer approach of teaching (TLAT). The TLAT model involved blending lecture, in-class group activities, and out-of-class assignments on selected content areas and was implemented initially in a first-year integrated pharmacy course. Course contents were either delivered by traditional lectures or by the TLAT. A survey instrument was distributed by SurveyMonkey to determine students' perceptions of the TLAT model. Descriptive statistics were used for data analysis. Students' performance in a total of 225 examination and quiz questions was analyzed to evaluate whether the TLAT model improved students' learning. Students' (n = 98) performance scores for TLAT-based and lecture-based questions were 83.3 ± 10.2 and 79.5 ± 14.0, respectively (P < 0.05). Ninety-three percent of students believed that in-class group activities enhanced conceptual understanding of course materials, helped them take responsibility of their own learning, and enhanced their overall learning experiences. More than 80% of respondents felt that solving cases and developing concept maps helped them sharpen creative and critical thinking skills. In addition, 90% of the respondents indicated that the homework throughout the semester helped them stay up to date and focused with the progress of the course. The use of the TLAT model led to an improvement in student learning of complex concepts. Moreover, the results suggest that this model improves students' self-reliance and attitudes toward learning. Our findings should serve as an impetus for inclusion of diverse active learning strategies in pharmacy education.
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Affiliation(s)
- Mohammed A Islam
- Department of Pharmaceutical Sciences, West Coast University School of Pharmacy, Los Angeles, California
| | - Gauri Sabnis
- Department of Pharmaceutical Sciences, West Coast University School of Pharmacy, Los Angeles, California
| | - Fred Farris
- Department of Pharmaceutical Sciences, West Coast University School of Pharmacy, Los Angeles, California
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Trujillo JM, McNair CD, Linnebur SA, Valdez C, Trujillo TC. The Impact of a Standalone, Patient-centered Communication Course Series on Student Achievement, Preparedness, and Attitudes. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:174. [PMID: 28179723 PMCID: PMC5289730 DOI: 10.5688/ajpe8010174] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2015] [Accepted: 03/22/2016] [Indexed: 06/06/2023]
Abstract
Objective. To evaluate the impact of a standalone, patient-centered communication (PCC) course series on student achievement of and perceived preparedness for PCC skills and to assess student attitudes regarding learning methods used. Design. During curriculum renewal, a standalone PCC course series that integrated horizontally and vertically within the curriculum was developed. Student achievement of outcomes was evaluated by aggregate performance on simulated evaluations. Students who completed the PCC series were surveyed to assess preparedness and attitudes. Students in the prior curriculum were also surveyed. Assessment. The majority of students who completed the PCC series met or exceeded expectations for the simulated evaluations. Preparedness responses were more positive from students who completed the PCC series than from those who completed the prior curriculum. Student attitudes about the learning methods use in the courses also were more positive. Conclusion. The standalone PCC course series effectively achieved PCC outcomes and improved student preparedness for communication-based activities.
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Affiliation(s)
- Jennifer M Trujillo
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
| | - Chelsea D McNair
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
| | - Sunny A Linnebur
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
| | - Connie Valdez
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
| | - Toby C Trujillo
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
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