OBJECTIVE: To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. METHODS: Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. RESULTS: Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. CONCLUSION: Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.
OBJECTIVE: To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. METHODS: Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. RESULTS: Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. CONCLUSION: Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.
Keywords:
communication skills; oral assessment; pharmacy students; self-assessment; therapeutics
Authors: L D Gruppen; J Garcia; C M Grum; J T Fitzgerald; C A White; L Dicken; J C Sisson; A Zweifler Journal: Acad Med Date: 1997-10 Impact factor: 6.893
Authors: A'man Talal Inayah; Lucman A Anwer; Mohammad Abrar Shareef; Akram Nurhussen; Haifa Mazen Alkabbani; Alhanouf A Alzahrani; Adam Subait Obad; Muhammad Zafar; Nasir Ali Afsar Journal: BMJ Open Date: 2017-05-09 Impact factor: 2.692