The use of oral presentations, role-play sessions, and reflective critiques to emphasize the advocate learning outcome in the pharmacy curriculum

Mraiche, Fatima; Paravattil, Bridget; Wilby, Kyle John

doi:10.1016/j.cptl.2015.04.007

Cited by 3 publications

(5 citation statements)

References 19 publications

(35 reference statements)

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“…The findings of this study can be applied to pharmacy programs across the world, seeking to improve the learning outcomes of learners. 33 Similar to the previously mentioned studies, different nontraditional and simulated teaching methods have been sought within the region of Saudi Arabia 34,35,36 but to the best of our knowledge, no one has examined role-playing.…”

Section: Previous Studiesmentioning

confidence: 99%

Simulated Role-Playing in Pharmacy

Alshammari¹

2020

ijpqa

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Role-play refers to a situation that allows learners to examine realistic situations by interacting with other individuals in a controlled way to develop experience and try different strategies within a supported environment. Depending on the objective of the activity, learners may play a role that is related to their own or could take on an opposite part as well. In this study, the author sought to investigate the satisfaction and perception of pharmacy students toward role-playing. The study used a prospective study design and collected data from students at Princes Nourah bint Abdulrahman University (PNU). The researcher used a rubric that allowed the learners to select their responses as either “Poor,” “Average,” “Proficient,” or “Excellent.” The rubric was distributed to 6th level pharmacy students who experienced role-play for the first time in a classroom session. The findings showed that role play helped in the development of professional skills, recognized possible arguments and solutions, facilitated better understanding, developed the confidence of the learners, enhanced their communication skills, promoted effective discussion, and encouraged active participation. These observations were discussed in light of past studies that have focused on the domain of role-playing. Based on these findings, the study recommends the use of simulation and role-play in teaching pharmacy programs.

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Section: Previous Studiesmentioning

confidence: 99%

Simulated Role-Playing in Pharmacy

Alshammari¹

2020

ijpqa

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“…Demonstration to students of accountability for professional actions through a patient advocacy–related curriculum using oral presentations and role play [44] has also been proposed, however not evidenced.…”

Section: Curriculum Design To Promote Outcomes Around Accountabilimentioning

confidence: 99%

“…Learning opportunities for and the assessment of accountability in the pharmacy education literature have described team-based learning, promoted as holding students accountable for pre-class preparation [ 42 , 43 ]. Demonstration to students of accountability for professional actions through a patient advocacy–related curriculum using oral presentations and role play [ 44 ] has also been proposed, however not evidenced.…”

Section: Curriculum Design To Promote Outcomes Around Accountabilimentioning

confidence: 99%

“…In the second approach, students participate in practical, simulated activities that “evoke or replicate substantial aspects of the real world” ([ 45 ] (p. i2), [ 44 ]). Learning of accountability is “evidenced” through students being able to identify accountability through these activities [ 32 , 33 , 34 ] or anticipated by academic staff [ 35 ].…”

Section: Refining Outcomes Around Accountabilitymentioning

confidence: 99%

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A Curriculum Challenge—The Need for Outcome (Competence) Descriptors

Stupans

2017

Pharmacy

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Some outcomes around, for example, communication have been extensively theorised; others such as accountability have been relatively neglected in the teaching and learning literature. The question therefore is: if we do not have a clear understanding of the outcome, can we systematically apply good practice principles in course design such that students are able to achieve the outcomes the community and the profession expect? This paper compares and contrasts the literature around competency outcomes regarding students’ communication skills and the development of accountability and proposes a model to guide the selection of teaching and assessment approaches for accountability, based on the students’ sphere of influence.

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“…Of the limited studies describing advocacy training in core pharmacy curricula, outcomes primarily focus on student pharmacist performance on course activities or student pharmacist perceptions, which may not predict true growth or ability to perform advocacy skills. 8,9 Elective coursework outcomes often report student pharmacist outcomes of knowing how to access information, registering to vote, legislative experiences and self-reported perception of advocacyrelated skills. 2,4 Regardless of delivery method between core didactic, elective didactic or co-curricular experiences, there is a lack of assessment of improvement in legislative or political advocacy ability using a validated tool.…”

Section: Introductionmentioning

confidence: 99%

Impact of a Simulated Legislative Visit on Student Pharmacists’ Political Skill Inventory Scores

Mospan

Gillette

2021

American Journal of Pharmaceutical Education

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Objective. To assess the impact of a simulated legislative visit on political skill inventory (PSI) scores among student pharmacists and assess student pharmacist perceptions of their role as an advocate.Methods. An anonymous online pre-and post-survey were administered to third-year student pharmacists at one school of pharmacy in North Carolina. Measures included gender, age, previous pharmacy experience, engagement in pharmacy organizations, legislative awareness and engagement, political skill inventory, and perceptions of the simulated legislative visit. Data are presented as medians or proportions, where appropriate. Paired t-tests and Cohen's d were used to analyze the data. Results. Thirty student pharmacists provided complete and matchable results for the pre-and post-survey (analysis response rate=36%). The mean PSI score was 5.39 before the intervention which increased to 5.73 after the intervention. The networking ability and interpersonal influence subscales showed statistically significant and medium-to-large effect size increases whereas the social astuteness and apparent sincerity subscales showed low-to-medium effect size increases. Student pharmacists also reported increased agreement with advocacy skills or responsibilities from pre-to postintervention. Conclusion.Student pharmacists had significant improvement in PSI scores following a simulated legislative visit and corresponding advocacy lecture. Determining the effectiveness of educational interventions to develop advocacy skills is essential to ensure efficacy and potential for real-world impact.

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The use of oral presentations, role-play sessions, and reflective critiques to emphasize the advocate learning outcome in the pharmacy curriculum

Cited by 3 publications

References 19 publications

Simulated Role-Playing in Pharmacy

Simulated Role-Playing in Pharmacy

A Curriculum Challenge—The Need for Outcome (Competence) Descriptors

Impact of a Simulated Legislative Visit on Student Pharmacists’ Political Skill Inventory Scores

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