Nordic Pharmacy Schools’ Experience in Communication Skills Training (original) (raw)
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Nordic Pharmacy Students' Opinions of their Patient Communication Skills Training
American journal of pharmaceutical education, 2018
To describe Nordic pharmacy students' opinions of their patient communication skills training (PCST), and the association between course leaders' reports of PCST qualities and students' perceptions of their training. Secondary objective was to determine what factors influence these associations. A cross-sectional questionnaire-based study was performed. The various curricula were categorized into three types (basic, intermediate and innovative training) and students were divided into three groups according to the type of training they had received. Multivariable logistic regression models were fitted with different opinions as outcomes and three types of training as exposure, using generalized estimation equations. There were 370 students who responded (response rate: 77%). Students within the innovative group were significantly more likely to agree that they had received sufficient training, and to agree with the assertion that the pharmacy school had contributed to the...
Communication skills of practicing pharmacists and pharmacy students
Communication skills are of utmost importance to both students and practicing pharmacists. In order to become successful pharmacists, one needs to possess excellent communication skills to serve the clients. This study examined the perception of 1st year pharmacy students who are currently enrolled in a course entitled Communication Skills for Pharmacy. A sample of 21 students was identified through purposive sampling. They were examined on a) the importance of communication skills in ESP and b) their perceived abilities on the selected communication skills. In addition, 21 practicing pharmacists were interviewed through interview protocols regarding similar issues. The pharmacy students were also involved in a focus group interview technique to gain insights into their communication skills. The preliminary findings showed that whilst the majority of students rated most communication skills as very important, the results also indicated that they perceived having both moderate and lesser abilities in executing such skills. A comparison with practicing pharmacists indicated that the latter have greater abilities to practice communication skills in their daily professional lives. The latter also highlighted that good communication skills has enabled them to (a) prescribe drugs aptly (b) empathize with the clients frame of mind (c) sustain networking with their clients. The findings have practical and educational implications in practicum, curriculum and career development of pharmacists.
2019
Introduction: Communication skills for pharmacy students are very important in their future practice as a pharmacist. But there are still some questions which remains about the evaluation of communication skills and measuring their outcomes in pharmacy students. Due to the lack of comprehensive and accurate tools for evaluating communication skills and pharmacists’ consultation, this study intended to design and validate a tool to assess pharmacy students’ performance in developing effective communication and consulting skills. Methods: In this cross-sectional study, a communication and counselling skills tool for pharmacy students was developed and contextualised following three steps. Content validity of the tool was examined by seven experts through two round Delphi technique. Reliability of the tools was calculated by Cronbach's alpha. The inter-rater reliability between Simulated Patients (SPs) and experts was determined by calculating the intra-class correlation coefficien...
Currents in Pharmacy Teaching and Learning, 2019
Problem description: Communication between healthcare providers and those they serve has become increasingly important as the need to prevent and manage chronic conditions has increased. To adequately learn these skills, future healthcare providers must be trained and assessed prior to entry into practice. Quality improvement methods: With the implementation of an integrated curriculum, the Harrison School of Pharmacy developed a communication rubric to assess student pharmacists' patient communication skills. Developed over five stages, the communication rubric contained seven criteria with three standards or performance levels. Prior to finalizing the rubric, faculty tested the rubric with 56 standardized persons (SPs) to determine its readability, functionality, and grader consistency, and also collected student perceptions of the rubric for feedback purposes. Results of CQI inquiry: At the conclusion of the 2017/18 academic year, 66.5% of second-and third-professional year students (P2s and P3s) somewhat agreed to strongly agreed that reviewing the rubric helped improve their overall patient communication; 65% of students felt that feedback was more substantial than the previous checklist. Of the P3s surveyed, 73% indicated that they preferred the new rubric. Interpretation and discussion: The integration of the new communication rubric allowed for richer, and more meaningful feedback. The addition of multiple performance levels allowed students to focus on specific areas for improvement. Conclusions: The communication rubric was successfully integrated into the curriculum, particularly with objective structured clinical examinations. With its integration into other curriculum areas, the communication skills of student pharmacists may be further enhanced. Problem description A practitioner engaging in positive communication skills has a better probability of making an impact on patient decision-making and outcomes than a practitioner with poor communication skills. 1 To prevent or manage chronic conditions, it has become increasingly important for healthcare providers to initiate conversations with patients regarding their health and the need for health behavior changes. These conversations require communication skills that allow healthcare providers to assist patients to: 1) acquire the information/knowledge needed to manage treatments and diseases in daily life activities, and 2) decide to engage in self-management behaviors needed to achieve improved outcomes. 2,3 Patient-centered communication (PCC) skills such as active listening,
2012
ommunication skills are the factor propelling professionals to achieve their goals in the 21st century. Since Pharmacy is a major professional occupation (in general and imperatively in the health sector), it is highly important to discuss or consider communication skills in the profession. Pharmacy has moved toward a more service-oriented clinical role. Th e entire dispensing function must include communication of drug information to the patient. Communication implies much more than the possession or provision of information; it is a behavioural skill. Communication has various defi nitions from various communication scholars and they include Charles Cooley who defi ned communication as a mechanism through which human relations exist and develop all the symbols of the mind together with the means of conserving them through space and preserving. Also Robert Park defi ned it as "a network that creates and makes possible consensus and understanding among individuals [1-6]. Communication in its broadest sense can be defi ned as the process of acting on information [6]. Strong communication skills are required of today's health care practitioners. Medical writers, medical students, as well as residents, biomedical researchers, Pharmacists, nurses and other health professionals must continue to improve their communication skills. Eff ective communication may increase patient understanding of treatment, improve compliance and, in some cases, lead to improved health. It can also make the professional-patient relationship a more equitable one. Pharmacists can improve patient adherence to drug therapy through appropriate strategies, including patient counselling and education. In addition to verbal communication, appropriately written recommendations to physicians are also used to resolve drug therapy problems. Communication skills and health is increasingly recognized as a necessary element in the eff ort to improve personal and public health [7]. Good communication engenders meaningful and trustful relationships between healthcare professionals and their patient [8]. Also, there are various benefi ts of good communication between a Pharmacist or any healthcare provider and their patients [9]. Benefi ts for patients include: Th e pharmacist-patient relationship is improved. Th e pharmacist is bet-• ter able to seek the relevant information and recognize the problems of the patient by way of interaction and attentive listening. As a result, the patients' problems may be identifi ed more accurately [10]. Good communication helps the patient to recall information and comply • with treatment instructions thereby improving patient compliance and satisfaction [11, 12]. Good communication may improve patient health and outcomes. Better • communication and dialogue by means of reiteration and repetition between pharmacist and patients has a benefi cial eff ect in terms of promoting better emotional health resolution of symptoms and pain control [13]. Th e overall quality of care may be improved by ensuring that patients views • and wishes are taken into account as a mutual process in decision making. Good communication is likely to reduce the incidence of dispensing • error [14].
Most of the studies in the pharmacy context have tended to focus on the product (clinical/drug information) aspect of practice with resulting dearth of research into the process of pharmacist-patient communication. There was therefore a clear need within the pharmacy profession for an investigation of effective interpersonal skills. The benefits of such research were anticipated as being of major significance, both to the competence levels of pharmacists and the satisfaction and compliance of patients. The stated aims at the outset of this project were as follows. 1. To identify what constitutes effective, as opposed to ineffective, communication practice in pharmacy. 2. To identify and categorise the range of specific social skill elements that constitute effective performance in pharmacy practice. 3. To determine the communication issues associated with particular patients. 4. To determine the communication issues associated with specific health problems. 5. To provide, through the empirical identification of effective social skills, an appropriate and validated content for communication skills training (CST) courses in pharmacy.
An initiative to improve the professional communication skills of pharmacy students
2010
Students of non-Englishspeaking background often demonstrate communication difficulties in academic assessments. This project aimed to determine the outcomes of extra-curricular tailored communication training on academic performance and self-evaluated competence. First-year students were identified based on academic performance and invited to participate in tailored tuition by an independent provider for two hours per week during Weeks 1-8 of Semester 2, 2008. Workshops involved self-assessment and needs-driven communication exercises based on pharmacy scenarios. School-based mentoring was offered from Weeks 9-12. Outcome measures included academic performance and self evaluations of communication competency. 54 students attended the first workshop (42 from 54 identified academically, 12 selfidentified). 80% of these attended at least half of the workshops. The most common communication challenges were self identified as colloquialisms and pronunciation. Greater attendance was associated with higher achievement in communication-related and unrelated assessments. Moreover, 30 of the 54 academically-identified students had been identified 'at risk' of failing the final oral assessment; only four failed, three of whom had poor workshop attendance. Self-evaluated improvements in competence were notable. Annual Conference 2009 Early introduction of this initiative is ideal. Students were receptive to the extra-curricular tailored assistance in communication skills, and aware of the emphasis on oral assessment through the BPharm program. The protocol for identifying students is suitable for further application. The future of this initiative will be determined by feedback, academic indicators and funding.
Introduction: Globally, pharmacy undergraduate programs are evolving to reflect a more patient-centered approach to clinical practice. The importance of teaching communication skills in any undergraduate pharmacy curriculum cannot be overstated. This article compares current literature and practices related to pharmacy services and communication skills training (CST) in pharmacy undergraduate education in the United Kingdom (UK) and Turkey and discusses the need for an urgent change in the CST curriculum in Turkey. Additionally, the article provides potential strategies for improving the quality of CST and for expanding pharmacy practice to ensure students and graduates are motivated to use communication skills. Commentary: The traditionally structured curriculum in Turkey, where the basic sciences components are in the early years and clinical experiences in the later years, should be changed into an integrated environment so that CST could be more effectively incorporated. The CST offered at the University of Nottingham could be considered as a framework. Implications: To meet patient care and educational needs, the authors have identified three key strategies to develop a change in CST for curriculum planners and policy makers in Turkey. Crown
Pharmacy Education, 2020
Background: Pharmacy students receive training to effectively communicate with patients about their medications. Objectives: A theory-based approach (Communication Accommodation Theory [CAT]) was used to investigate the impact of communication skills’ tutorials on Pharmacy students’ self-reported attitudes, beliefs and behaviours in patient communication. Methods: Final year Pharmacy students completed an online, 30-item, patient-centred communication survey at three points in time, before and after attending three CAT-based tutorials (Survey #1 and Survey #2). Survey #3 was distributed six to twelve months into students’ intern training year (post-graduation). Differences between participants’ responses over time were measured and analysed. Results: Response rates were 78% for Survey #1, 84% for Survey #2, and 28% for Survey #3. Further analysis indicated that Survey #3 respondents were not statistically different from the larger sample size. Key areas changed from baseline (Survey...