Nordic Pharmacy Students’ Opinions of their Patient Communication Skills Training

Abstract

Objective. To describe Nordic pharmacy students' opinions of their patient communication skills training (PCST), and the association between course leaders' reports of PCST qualities and students' perceptions of their training. Secondary objective was to determine what factors influence these associations. Methods. A cross-sectional questionnaire-based study was performed. The various curricula were categorized into three types (basic, intermediate and innovative training) and students were divided into three groups according to the type of training they had received. Multivariable logistic regression models were fitted with different opinions as outcomes and three types of training as exposure, using generalized estimation equations.Results. There were 370 students who responded (response rate: 77%). Students within the innovative group were significantly more likely to agree that they had received sufficient training, and to agree with the assertion that the pharmacy school had contributed to their level of skills compared to students in the basic group.Conclusion. There appears to be an association between larger and varied programs of training in patient communication skills and positive attitudes toward this training on the part of the students, with students reporting that they received sufficient training, which likely enhanced their skills.

An Applied Improvisational Pharmacy Communication Workshop Implemented During Orientation for First-Year Pharmacy Students

“…Collecting student feedback was a priority in accordance with calls for examining learners' assessments of their communication skills training. 10,27 The paper questionnaire developed by pharmacy faculty orientation leaders included a single item relevant to the communication workshop: "I found this session helpful prior to beginning the academic year" (15strongly disagree, 55strongly agree). A questionnaire we designed to capture data specifically on the communication skills session was composed of two parts.…”

“…Few pharmacy schools emphasize extensive (ie, .20 hours of) experiential training in communication skills, and those that do are considered "innovative" according to Svensberg and colleagues' analysis of communication education in pharmacy programs. 10 The University of Texas at Austin College of Pharmacy, in collaboration with teacherscholars from the university's College of Communication, has embarked upon an extensive, comprehensive revision of the program's communication curriculum. Taking a longitudinal approach to communication training, the curriculum includes a semester-long, formal pharmacy professional communication course co-coordinated by pharmacy and communication instructors, as well as brief training workshops and communication skills modules integrated into other core courses.…”

“…11 In addition, limited research has addressed pharmacy students' own views regarding their communication skills training. 10 The present manuscript describes an evaluation of a theoretically and empirically grounded communication workshop for first professional year (P1) PharmD students during their new student orientation.…”

Scoping Pharmacy Students’ Learning Outcomes: Where Do We Stand?

“…The study of behavioral sciences is still deficient in some pharmacy practice syllabi, yet student training in skills and attitudes to support personal and professional development have become compulsory in many programs [14]. In addition, the development of undergraduates’ communication skills during pharmacy programs is recommended, since patients’ literacy remains low even in developed countries [14,15]. Appropriate patient–pharmacist communication is essential to prevent misunderstandings and/or medication errors, as well contributing to patients’ treatment adherence, amongst other advantages.…”

“…Diverse students’ learning outcomes are described in literature, such as students’ acquired knowledge, their self-perception and satisfaction with the curricular programs, or students’ performance in real or simulated pharmaceutical care settings [15,19,20]. Classically, students’ learning outcomes may be classified in three domains, as follows: (i) Knowledge (what students know or understand), (ii) Skills (what students can do or how they apply their knowledge and understanding), and (iii) Competencies (the context in which knowledge and skills can be applied) [21,22].…”