Video Review in Self-Assessment of Pharmacy Students’ Communication Skills

For reliable blood pressure measurement, various potential sources of inaccuracies need to be considered to avoid incorrect decision-making. Pharmacy students should be sensitized and taught the skill accordingly. One strategy to teach students’ blood pressure measurement skills might be through a blended learning approach in a flipped classroom-like setting. With a randomized two-arm study among pharmacy students in their eighth semester, the required extent of in-class session in the scope of a blended learning approach in a flipped classroom-like setting was evaluated. Participants’ self-confidence and self-perceived proficiency were evaluated through a survey, and participants’ blood pressure measurement performance was assessed by objective structured clinical examination (OSCE). Participants’ satisfaction with, and perception of, the flipped classroom were also surveyed. The extended in-class activities did not result in a significantly higher increase of participants’ OSCE score and self-assessment score when compared to the brief in-class session. Both in-class sessions yielded a significant increase in the OSCE scores as well as in the self-assessment scores. Moreover, the teaching approaches were predominantly well-received by the students. The use of both flipped classroom-like approaches improved pharmacy students’ blood pressure measurement performance, though the brief in-class session was sufficient. Students’ self-confidence/self-perceived proficiency in blood pressure measurement skills increased similarly in both settings.

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

BMC Medical Education ◽

10.1186/s12909-021-02776-8 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Aisling Kerr ◽

Judith Strawbridge ◽

Caroline Kelleher ◽

James Barlow ◽

Clare Sullivan ◽

...

Keyword(s):

Focus Groups ◽

Communication Skills ◽

Role Play ◽

Real Life ◽

Skills Training ◽

Realist Evaluation ◽

Communication Training ◽

Pharmacy Students ◽

Simulated Patients ◽

Rank Test

Abstract 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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Correlations between Medical Students’ Self Assessment of Communication Skills and Patient-Physician Interaction Assessed by Standardized Patients in Clinical Performance Examination

International Journal of Bio-Science and Bio-Technology ◽

10.14257/ijbsbt.2015.7.3.01 ◽

2015 ◽

Vol 7 (3) ◽

pp. 1-8 ◽

Cited By ~ 1

Author(s):

Seieun Oh ◽

Woo Jeong Kim ◽

Min Young Kim

Keyword(s):

Medical Students ◽

Communication Skills ◽

Clinical Performance ◽

Standardized Patients ◽

Self Assessment ◽

Performance Examination

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Expert Consensus to Finalize a Universal Evaluator Rubric to Assess Pharmacy Students’ Patient Communication Skills

American Journal of Pharmaceutical Education ◽

10.5688/ajpe848016 ◽

2020 ◽

Vol 84 (12) ◽

pp. 848016

Author(s):

Susanne G. Barnett ◽

Andrea L. Porter ◽

Sheila M. Allen ◽

Karen M.S. Bastianelli ◽

Jennifer S. Chen ◽

...

Keyword(s):

Communication Skills ◽

Patient Communication ◽

Pharmacy Students ◽

Expert Consensus

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Self-assessment of intercultural communication skills: a survey of physicians and medical students in Geneva, Switzerland

BMC Medical Education ◽

10.1186/1472-6920-11-63 ◽

2011 ◽

Vol 11 (1) ◽

Cited By ~ 7

Author(s):

Patricia Hudelson ◽

Noelle Junod Perron ◽

Thomas Perneger

Keyword(s):

Medical Students ◽

Intercultural Communication ◽

Communication Skills ◽

Self Assessment

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Self-Assessment Scores Improve After Simulation-Based Palliative Care Communication Skill Workshops

American Journal of Hospice and Palliative Medicine® ◽

10.1177/1049909116681972 ◽

2016 ◽

Vol 35 (1) ◽

pp. 45-51 ◽

Cited By ~ 14

Author(s):

Crystal E. Brown ◽

Anthony L. Back ◽

Dee W. Ford ◽

Erin K. Kross ◽

Lois Downey ◽

...

Keyword(s):

Palliative Care ◽

South Carolina ◽

Randomized Trial ◽

Communication Skills ◽

Communication Skill ◽

Linear Regression Models ◽

Care Needs ◽

Self Assessment ◽

Simulation Based ◽

Self Assessments

Background: We conducted a randomized trial of a simulation-based multisession workshop to improve palliative care communication skills (Codetalk). Standardized patient assessments demonstrated improved communication skills for trainees receiving the intervention; however, patient and family assessments failed to demonstrate improvement. This article reports findings from trainees’ self-assessments. Aim: To examine whether Codetalk resulted in improved self-assessed communication competence by trainees. Design: Trainees were recruited from the University of Washington and the Medical University of South Carolina. Internal medicine residents, medicine subspecialty fellows, nurse practitioner students, or community-based advanced practice nurses were randomized to Codetalk, a simulation-based workshop, or usual education. The outcome measure was self-assessed competence discussing palliative care needs with patients and was assessed at the start and end of the academic year. We used robust linear regression models to predict self-assessed competency, both as a latent construct and as individual indicators, including randomization status and baseline self-assessed competency. Results: We randomized 472 trainees to the intervention (n = 232) or usual education (n = 240). The intervention was associated with an improvement in trainee’s overall self-assessment of competence in communication skills ( P < .001). The intervention was also associated with an improvement in trainee self-assessments of 3 of the 4 skill-specific indicators—expressing empathy, discussing spiritual issues, and eliciting goals of care. Conclusion: Simulation-based communication training was associated with improved self-assessed competency in overall and specific communication skills in this randomized trial. Further research is needed to fully understand the importance and limitations of self-assessed competence in relation to other outcomes of improved communication skill.

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Efficacy of an Objective Structured Clinical Examination Training Approach for Training Pharmacy Students in Diabetes Mellitus Counseling: A Randomized Controlled Trial

Pharmacy ◽

10.3390/pharmacy8040229 ◽

2020 ◽

Vol 8 (4) ◽

pp. 229

Author(s):

Imaneh Farahani ◽

Samieh Farahani ◽

Maira A. Deters ◽

Holger Schwender ◽

Stephanie Laeer

Keyword(s):

Diabetes Mellitus ◽

Communication Skills ◽

Controlled Trial ◽

Objective Assessment ◽

Intervention Group ◽

Pharmacy Students ◽

Controlled Study ◽

Control Group ◽

Randomized Controlled ◽

Training Approach

Pharmacists’ tasks are multifaceted and include, for example, vital counseling and communication skills. Objective Structured Clinical Examinations (OSCEs) could be used to train pharmacy students in these skills. Our study sought to determine the efficacy of our OSCE training approach for training pharmacy students’ counseling and communication skills on diabetes mellitus compared to a control group. This randomized controlled study was conducted with pharmacy students using a pre-post-design. The intervention group completed diabetes OSCE training, while the control group solved diabetes patient cases using subjective, objective, assessment, and plan notes. Before and after the respective training, both groups completed OSCEs evaluating counseling and communication skills. Before each OSCE encounter, the participants completed a self-assessment questionnaire and, upon completion of the seminar, filled out a satisfaction survey. The OSCE-trained group demonstrated a significantly greater increase in counseling and communication skills and self-confidence than the control group. Both groups were generally satisfied with the seminar. These results demonstrate that our OSCE training approach allows for the effective training of pharmacy students’ diabetes counseling and communication skills and suggests the inclusion of such a skill-based approach more widely in pharmacy students’ education.

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Development of an Institutional Resident Curriculum in Communication Skills

Journal of Graduate Medical Education ◽

10.4300/jgme-d-10-00233.1 ◽

2011 ◽

Vol 3 (4) ◽

pp. 524-528 ◽

Cited By ~ 10

Author(s):

Barbara L. Joyce ◽

Eric Scher ◽

Timothy Steenbergh ◽

Mary J. Voutt-Goos

Keyword(s):

Communication Skills ◽

Curriculum Design ◽

Safety Data ◽

First Year ◽

Quality And Safety ◽

Self Assessment ◽

Quality Initiatives ◽

Henry Ford ◽

Centered Care ◽

Sentinel Event

Abstract Objective We describe a collaboration between the graduate medical education office and the Henry Ford Health System's Office of Clinical Quality and Safety to create an institution-wide communication skills curriculum pertinent to the institution's safety and patient- and family-centered care initiatives. Methods A multidisciplinary committee provided oversight for the curriculum design and used sentinel event and other quality and safety data to identify specific target areas. The curriculum consisted of 3 courses: “Informed Consent,” “Sharing Bad News,” and “Disclosure of Unanticipated Events.” Each course included 3 components: a multimedia online module; small group discussions led by the program director that focused on the use of communication scripts; and 2 objective structured clinical examinations (OSCEs) requiring residents to demonstrate use of the communication scripts. All first-year residents (N = 145) and faculty (N = 30) from 20 residency programs participated in this initiative. Evaluation of the residents consisted of a self-assessment; the standardized patients' assessment of the residents' performance; and faculty assessment of resident performance with verbal feedback. Results Survey data showed that residents found the courses valuable, with residents identifying communication scripts they would use in clinical settings. Focus groups with faculty highlighted that the resident debriefing sessions provided them with insight into a resident's communication skills early in their training. Conclusion Our institutional curriculum was developed in a collaborative manner, and used an evidence-based approach to teach communication skills relevant to institutional safety and quality initiatives. Other institutions may wish to adopt our strategy of departmental collaboration and alignment of resident education with institutional initiatives.

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