Active involvement of patients in pharmacist education has a positive impact on students’ perspective: a pilot study

Hache, Caroline; Honoré, Stéphane; Hache, Guillaume

doi:10.1186/s12909-020-02241-y

Cited by 7 publications

(13 citation statements)

References 29 publications

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“…Notably, the collaborative environment and the interprofessional learning were highlighted as the most appreciated aspects of the workshop. This is a finding consistent with most other reports about patient involvement [ 11 – 14 ]. Secondly, the residents expressed learning outcomes about how to conduct an interview and the professional posture to promote the relationship.…”

Section: Discussionsupporting

confidence: 93%

Implementation of a patient-teaching workshop to improve pharmacy students’ competencies in patient-centered communication: a case report

2022

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Background The pharmacist-patient relationship has evolved over recent decades and the development of clinical pharmacy requires pharmacists to take patient-centered responsibilities. This requires a specific set of skills, such as patient-centered communication. Evaluation of students’ competencies in patient-centered communication is challenging in academic settings and complementary assessment methods may be designed in order to overcome the limits of traditional preceptors’ ratings or objective structured clinical examination (OSCE). There is increasing interest in a more active patient role in healthcare professional education and there are very few reports about patient-led education in pharmacies. Thus, the objective of this work was to implement a patient-teaching workshop and to assess its impact on pharmacy students’ competencies in patient-centered communication. Methods The workshop was developed in collaboration between four patients, a senior clinical pharmacist and a lecturer in education sciences and implemented in the hospital pharmacy residency program. The main course objective was acquiring the three competencies of the Calgary-Cambridge guide to the medical interview: (i) building a relationship, (ii) conducting structured interview and (iii) gathering information. The learning process integrated: working on participants’ perception of pharmacists-patient communication, a first simulated interview, didactic learning and a second simulated interview. After simulated interviews, patients and peer residents assessed learner’s performance with a competency chart and provided individual feedback. Assessment methods included comparisons between the first and second interview scores and an anonymous post-course survey. Results Forty-seven residents and 19 patient teachers attended the session. Competency scores were higher after the second interview in all three competencies as rated by both patients (+ 25%) and peer residents (+ 29%). Residents expressed a high satisfaction and reported learning about conducting interviews and soft skills contributing to the development of a relationship with patients. “The involvement of patients” was expressed as most appreciated in the majority of the evaluation charts (87%) and the residents valued the importance of collaborative and interprofessional learning during the workshop. Three themes emerged: (1) patients’ expertise, (2) reliability and (3) relationship, which underlined that the students estimated the patients were credible sources of information in this pedagogical context. Conclusion This patient-teaching approach improved patient-centered competencies of pharmacy residents and promoted partnership between patients and pharmacy students.

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Section: Discussionsupporting

confidence: 93%

Implementation of a patient-teaching workshop to improve pharmacy students’ competencies in patient-centered communication: a case report

2022

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“…It can be assumed that the solution that would increase students’ awareness of the knowledge and skills required by a pharmacist running a PC is to increase the participation in classes by using active learning methods in the pharmacy curriculum, such as case-study, role-play, hands-on exercises, and simulation. Many studies around the world show that the inclusion of these kind of methods in the pharmacy program meets with a positive reaction from students, not only increasing the level of students’ knowledge, but above all, teaching the practical use of knowledge, critical thinking, decision making, and effective communication with the patient [ 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 ]. Students planning to work in a community pharmacy should be prepared and have the above mentioned competences to provide patient-centered services.…”

Section: Discussionmentioning

confidence: 99%

Polish Pharmacy Students’ Attitudes toward Undergraduate Teaching and Practical Implementation of Pharmaceutical Care—A Cross Sectional Study

Plewka

Waszyk-Nowaczyk

Cerbin-Koczorowska

et al. 2022

IJERPH

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It is necessary to monitor and adapt pharmacy curricula to make graduates ready to effectively meet the health needs of the society. Therefore, the aim of the study was to obtain Polish final year pharmacy students’ opinions on the activities related to pharmaceutical care (PC) andtheir perception of PC. Two questionnaires were used: one evaluating a PC regarding classes and in practice (n = 64), and the other on the assessment of existing educational solutions in the field of professional counseling (n = 118). Statistical analysis showed that the students agreed that there are not enough hours of a PC classes, since these are necessary to enable them to provide PC services in the future (R = 0.05, p = 0.0007). In previous classes, teachers’ knowledge was rated the highest on a five-point scale (4.74), and role play (3.92) and the duration of the classes (3.77) were rated the lowest. Although the students were aware of the role of a PC in the work of a pharmacist, they indicated that more extensive use of active learning methods would better prepare them for the profession. Therefore, pharmacy students’ self-efficacy survey and a curriculum renewal would be recommended in Poland.

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“…The final 7 high-quality theoretical papers were published between 2006 and 2020, most (n = 5) within the last two years and were from Europe and Canada (Table 2). Four papers focused on uni-professional student groups: two were undergraduate in medicine (Kline (Hache et al, 2020), and two were postgraduate in medicine (Jha et al, 2015) and psychiatry (Agrawal et al, 2020). Two studies were interprofessional including medicine, speech and language therapy, midwifery, nursing, physiotherapy, occupational therapy, and social work (Anderson et al, 2019;Cooper & Spencer-Dawe, 2006).…”

Section: Overview Of Included Studiesmentioning

confidence: 99%

“…One paper focused on patients involved across a faculty of medicine and health sciences (Read et al, 2020). All but one paper (Hache et al, 2020) stated whether the teaching was mandatory (Agrawal et al, 2020;Anderson et al, 2019;Jha et al, 2015) or elective (Cooper & Spencer-Dawe, 2006;Kline et al, 2020). Patient involvement occurred in the classroom (Anderson et al, 2019;Cooper & Spencer-Dawe, 2006;Hache et al, 2020;Jha et al, 2015); with two in community settings (Agrawal et al, 2020;Kline et al, 2020).…”

Section: Overview Of Included Studiesmentioning

confidence: 99%

“…All but one paper (Hache et al, 2020) stated whether the teaching was mandatory (Agrawal et al, 2020;Anderson et al, 2019;Jha et al, 2015) or elective (Cooper & Spencer-Dawe, 2006;Kline et al, 2020). Patient involvement occurred in the classroom (Anderson et al, 2019;Cooper & Spencer-Dawe, 2006;Hache et al, 2020;Jha et al, 2015); with two in community settings (Agrawal et al, 2020;Kline et al, 2020). Four papers adopted a qualitative methodology (Agrawal et al, 2020;Anderson et al, 2019;Cooper & Spencer-Dawe, 2006;Kline et al, 2020), two papers a mixed-methods approach (Hache et al, 2020;Read et al, 2020), and one reported a randomised controlled trial (RCT; Jha et al, 2015).…”

Section: Overview Of Included Studiesmentioning

confidence: 99%

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A theoretical systematic review of patient involvement in health and social care education

Bennett-Weston

Gay

Anderson

2022

Adv in Health Sci Educ

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Patient involvement in health and social care education lacks theoretical underpinning, despite increasing calls for rigour. Theories help explain how learning is advanced and offer guidance for how faculty work with patients who become involved in curriculum delivery. We conducted a systematic review to synthesise how theory shapes our understanding of patient involvement in health and social care education. Three databases were systematically searched. Studies demonstrating explicit and high-quality application of theory to patient involvement in teaching and learning or involvement within a community of health and social care educators, were included. A narrative synthesis was undertaken using Activity Theory as an analytical lens to highlight the multifaceted components of patient involvement in professional education. Seven high-quality, theoretically underpinned studies were included. Four studies applied theory to pedagogy, showing how deep learning from patient involvement occurred. Despite a growing body of studies which attempt to use theory to explain learning, many were descriptive, lacked theoretical quality and were therefore excluded. Three studies applied theory to illuminate the complexity of involving patients in the educational system, showing how patients can be supported and valued in teaching roles. This review highlights that more work is required to identify the mechanisms through which patient involvement enhances learning and, to explore what involvement within the education community means for faculty and patients. Our understandings of patient-educator partnerships for learning could be progressed by further high-quality theory driven studies, which include the patient voice.

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Active involvement of patients in pharmacist education has a positive impact on students’ perspective: a pilot study

Cited by 7 publications

References 29 publications

Implementation of a patient-teaching workshop to improve pharmacy students’ competencies in patient-centered communication: a case report

Implementation of a patient-teaching workshop to improve pharmacy students’ competencies in patient-centered communication: a case report

Polish Pharmacy Students’ Attitudes toward Undergraduate Teaching and Practical Implementation of Pharmaceutical Care—A Cross Sectional Study

A theoretical systematic review of patient involvement in health and social care education

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