OBJECTIVE: To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. DESIGN: Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger's Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. ASSESSMENT: Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. CONCLUSION: Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers.
OBJECTIVE: To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. DESIGN: Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger's Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. ASSESSMENT: Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. CONCLUSION: Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers.
Entities:
Keywords:
interprofessional communication; oral communication skills; pharmacist; role-play; written communication
Authors: Erin E Donovan; Laura E Brown; Sharon K Rush; Mackenzie R Greenwell; Billy Table; Yaguang Zhu; Kyle D Kearns Journal: Am J Pharm Educ Date: 2020-01 Impact factor: 2.047
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