Feedback for a simulation practice on communication skills in pharmacy education: A pilot study

Deniz, Elif; Şahne, Bilge Sözen; Yeğenoğlu, Selen; Elçin, Melih

doi:10.12991/mpj.2018.69

Cited by 4 publications

(1 citation statement)

References 33 publications

(53 reference statements)

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“…It is indicated that scenarios reflecting real situations (environment, atmosphere, interpersonal difficulties, etc.) contribute to the development of communication skills of future medical workers (Bressmann & Eriks-Brophy, 2012;Putter-Katz et al, 2018;MacLean, Geddes, Kelly, & Della, 2018;Ulutaş, Sözen, Yeğenoğlu, & Elçin (2018). It is noted by Kaplonyi et al (2017) that programs based on the "standardized patient" methodology are widely recognized as an effective means of teaching communication skills, but there is insufficient evidence of how this affects patient outcomes and the economic benefits of this training method are not indicated.…”

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The Simulation Training Analysis For The Communicative Skills Formation In Medical Education

Pyrkova¹

2020

The European Proceedings of Social and Behavioural Sciences

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The aim of the research was to study the formation of students' communicative skills in the learning process using the example of the Standardized Patient methodology. The method of analysis of the products of activity (analysis of checklists) was used. An assessment was made of the effectiveness of classes on the formation of communication skills in the process of simulation training. A pronounced inconsistency of the assessment parameters of communicative techniques at the first stage of classes and its subsequent levelling at the final stage were revealed. Students were more likely to choose everyday speech strategy by using «household» level of encouraging and many specific medical terms in a process of communication with simulative patient at the beginning of the training. That strategy was not enough to score enough points according to the check-list of the station. The study showed the effectiveness of the method of developing communicative skills by introducing the "Difficult patient" cases for two days. These cases allow to evaluate several aspects of training: the ability to reveal a patient's psychological status, the ability to choose the appropriate communication strategy based on the status, as well as the ability to provide recommendations on the patient's adaptation in the situation of somatic disease. 662 students with the opportunity to receive feedback and expert coaching to facilitate selfregulatory learning. The adaptive modeling platform offers 2 cycles, during which students are invited to analyze the results using automatic evaluations and personalized feedback. They are also encouraged to plan how they will improve their work through focused practice.▪ Communication programs for communicative skills of medical students with different groups of patients were also studied by Frost et al. (2015): the effectiveness of scenario-based teaching of clinical communication in teaching pediatric medicine was revealed. However, Pettit et al.(2018) in their study did not reveal a significant improvement in the students' use of communication elements or patient satisfaction after retraining in the communication script of the emergency department.Thereby, medical programs based on simulation training, (standardized patient), are becoming more widespread. It is indicated that scenarios reflecting real situations (environment, atmosphere, interpersonal difficulties, etc.) contribute to the development of communication skills of future medical workers (Bressmann & Eriks-Brophy, 2012;Putter-Katz et al., 2018;MacLean, Geddes, Kelly, & Della, 2018;Ulutaş, Sözen, Yeğenoğlu, & Elçin (2018). It is noted by Kaplonyi et al. (2017) that programs based on the "standardized patient" methodology are widely recognized as an effective means of teaching communication skills, but there is insufficient evidence of how this affects patient outcomes and the economic benefits of this training method are not indicated. Gibson and Davidson (2016) found that within the framework of the Standardized Patient program, no benefits w...

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confidence: 99%

The Simulation Training Analysis For The Communicative Skills Formation In Medical Education

Pyrkova¹

2020

The European Proceedings of Social and Behavioural Sciences

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A call to action to change the communication skills curriculum for pharmacy undergraduates in Turkey: A comparison with the United Kingdom

Gülpınar

Mann

Anderson

2021

Currents in Pharmacy Teaching and Learning

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A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

Kerr

Strawbridge

Kelleher³

et al. 2021

BMC Med Educ

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Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

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Feedback for a simulation practice on communication skills in pharmacy education: A pilot study

Cited by 4 publications

References 33 publications

The Simulation Training Analysis For The Communicative Skills Formation In Medical Education

The Simulation Training Analysis For The Communicative Skills Formation In Medical Education

A call to action to change the communication skills curriculum for pharmacy undergraduates in Turkey: A comparison with the United Kingdom

A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

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