Role-Reversal Exercise with Deaf Strong Hospital to Teach Communication Competency and Cultural Awareness

Abstract

Objective. To implement a role-reversal exercise to increase first-year pharmacy students' awareness of communication barriers in the health care setting, especially for deaf and hard-of-hearing patients. Design. Volunteers from the local deaf community conducted Deaf Strong Hospital, a role-reversal exercise in which students were the ''patients.'' Students navigated through a reception area, encounter with a physician, and having a prescription filled at a pharmacy without receiving or using any spoken language. Assessment. A debriefing session was held in which small groups of students had the opportunity to ask questions of a panel of deaf and hard-of-hearing volunteers. On a survey administered to assess students' learning, 97% agreed or strongly agreed that the experience would likely impact their attitudes and behavior in future interactions with patients who did not speak English. Conclusions. The role-reversal exercise was an effective method of teaching students that the delivery of health care is dependent on adequate communication between health care providers and the patient.

A Randomized Prospective Study on Outcomes of an Empathy Intervention among Second-year Student Pharmacists

“…[22][23][24][25][26][27] Interventions included a 40-minute theatrical performance, 27 a 5-week module on death and dying including 2 presentations and a viewing of the film Wit, 23 and a patient empathy modeling activity in which students role played as patients with diabetes for 7 days. 24 Despite differences in the empathy intervention delivery, these studies showed an increase in empathy levels immediately following the intervention.…”

“…[22][23][24][25][26][27] However, only 2 studies analyzed whether improved empathy levels were sustained after a training session, and neither study showed long-term sustainment. 25,26 Prior health care student empathy studies also lacked control groups, negating the ability to make causal statements with respect to the intervention.…”

“…[22][23][24][25][26][27] However, only 2 studies analyzed whether improved empathy levels were sustained after a training session, and neither study showed long-term sustainment. 25,26 Prior health care student empathy studies also lacked control groups, negating the ability to make causal statements with respect to the intervention. [19][20][21][22][23][24][26][27] The purpose of this study was to determine the immediate and sustained impact of a single, 3-day empathy intervention on empathy levels among students and to address the lack of a control group by using a randomized, non-blinded, quasi-controlled design.…”

A Comparison of Educational Interventions to Enhance Cultural Competency in Pharmacy Students

“…Some institutions have described and evaluated culturally relevant activities, such as lectures, case-based assessments, simulated and/or standardized patient activities; guest lecturers from various cultural, racial, ethnic, socioeconomic, and spiritual backgrounds; and other active-learning techniques. [16][17][18][19][20][21][22][23][24][25][26][27] Activities such as these could be threaded throughout the degree program. [25][26][27] Additionally, the option of a required IPPE/ APPE may provide further opportunities to enhance cultural competency.…”

“…There are multiple descriptions of cultural competency education and awareness in individual courses, throughout several courses, and in introductory and advanced pharmacy practice experiences (IPPEs/APPEs). [16][17][18][19][20][21][22][23][24] Some colleges and schools of pharmacy have elected to integrate cultural competency content throughout the entire PharmD curriculum. [25][26][27] Activities have included assigned readings, classroom lectures, documentaries, case discussions, and portfolio reflections.…”