In health care and social science research, many of the variables of interest and outcomes that are important are abstract concepts known as theoretical constructs. Using tests or instruments that are valid and reliable to measure such constructs is a crucial component of research quality.

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This study examined facilitators and barriers to effective patient and caregiver communication with providers with emphasis on communication related to cancer pain management. Focus groups and personal interviews were conducted with cancer patients and family caregivers of patients. Communication experiences of subjects as well as suggestions for ways to improve the communication process were elicited. Twenty-two cancer patients and 16 family caregivers participated in the study. Seven themes emerged suggesting improvements that are needed in the communication process. These include: 1) improving the process of information exchange, 2) increasing active participation of patient and caregiver in the care process, 3) improving provider relationship-building skills, 4) overcoming time barriers, 5) addressing fears regarding use of pain management medications, 6) fostering appropriate involvement of family and caregivers in the communication process, and 7) improving coordination of care among providers. Specific suggestions and their practice implications for health care providers are highlighted.

Objective. To describe current practices in assessing patient communication skills in US colleges and schools of pharmacy. Methods. Syllabi and behavioral assessment forms were solicited and key faculty members were interviewed. Forms were analyzed to determine skills most commonly assessed in communication with simulated or role-playing patients. Results. Fifty schools submitted behavioral assessment forms for patient communication skills. Individuals from 47 schools were interviewed. Colleges were found to vary in the way communication skills were assessed. Assessment forms focused more on dispensing a new prescription than monitoring ongoing therapy. Providing information was emphasized more than promoting adherence. Common faculty concerns were lack of continuity and congruence of assessment across the curriculum. Conclusions. A common understanding of the standards and procedures for determining competence is needed. Experience and assessment activities should be sequenced throughout a program to build competence.

Pharmacists and patients seem to have divergent beliefs about potential pharmacy services. Patients have reported desiring more from pharmacists, yet pharmacists have cited lack of patient demand as a reason for not providing pharmaceutical care. Pharmacists (N = 147) and patients (N = 151) completed a questionnaire from multiple perspectives using an interpersonal perception approach assessing their perceptions of the benefits of pharmaceutical care. Findings revealed that pharmacists and patients disagreed on the benefits of those services. Further, they misunderstood each other's perceptions of those services. Few significant differences were found between patients who reported receiving additional services from their pharmacist and those who did not. By directly addressing these differences, pharmacists can attempt to improve patients' perceptions of pharmacy services while providing valuable new services.

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The most influential factors on the publication efforts by pharmacists were time allotment, collaboration between pharmacy colleagues and within multidisciplinary teams, and training in research methods and scientific writing. Introduction to the publication process during training programs appeared to influence future propensity toward scholarly participation. Review and descriptive articles were the most frequently published types of articles in the pharmacy literature.