Connie Rust1, William M Gentry2, Heath Ford3. 1. South College School of Pharmacy, 400 Goody's Lane Suite 101, Knoxville, TN 37922, United States. Electronic address: crust@south.edu. 2. South College School of Pharmacy, 400 Goody's Lane Suite 101, Knoxville, TN 37922, United States. Electronic address: bgentry@south.edu. 3. South College School of Pharmacy, 400 Goody's Lane Suite 101, Knoxville, TN 37922, United States. Electronic address: jford@south.edu.
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.
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.
Authors: Dyego Carlos Souza Anacleto de Araújo; Sylmara Nayara Pereira; Willian Melo Dos Santos; Pedro Wlisses Dos Santos Menezes; Kérilin Stancine Dos Santos Rocha; Sabrina Cerqueira-Santos; André Faro; Alessandra Rezende Mesquita; Divaldo Pereira de Lyra Journal: PLoS One Date: 2021-02-04 Impact factor: 3.240