Commentary A call to action to change the communication skills curriculum for pharmacy undergraduates in Turkey: A comparison with the United Kingdom (original) (raw)
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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.
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...
An initiative to improve the professional communication skills of first-year pharmacy students
2009
Competence in communication skills is essential for pharmacists, and is assessed in all years of the BPharm program at The University of Queensland, Australia. Students of non-English-speaking 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 self-identified). 80% of these atten...
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.
Nordic Pharmacy Schools' Experience in Communication Skills Training
American journal of pharmaceutical education, 2017
To assess communication skills training at Nordic pharmacy schools and explore ways for improvement. E-mail questionnaires were developed and distributed with the aim to explore current practice and course leaders' opinions regarding teaching of patient communication skills at all the 11 master level Nordic (Denmark, Finland, Iceland, Norway and Sweden) pharmacy schools. The questionnaires contained both closed- and open-ended questions. There was a variation of patient communication skills training among schools. In general, communication skills training was included in one to five courses (mode 1); varied in quantity (6-92 hours); had low use of experiential training methods; and had challenges regarding assessments and acquiring sufficient resources. However, some schools had more focus on such training. The results show room for improvement in patient communication skills training in most Nordic pharmacy schools and give insights into how to enhance communication skill build...
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].
Effective precepting to enhance Communication Skills of Pharmacy Students
Introduction: Clinical pharmacists work directly with doctors, health professionals and patients to ensure that the medications prescribed for patients contribute to the best possible health outcomes. Therefore, pharmacy students should be given opportunities to learn and practice interpersonal communication skills. Objectives: This observes opinions the position of the pharmacist preceptor in facilitating improvement of conversation capabilities for students participating in community in community advanced pharmacy practice experiences. Material and methods: Preceptors need to set a stage to comprise precepting into the workflow and to offer green and effective teaching opportunities. College students ought to go through practical activities like affected person counseling and participating in collaborative work with health care professionals. Preceptors should incorporate the teaching in a lively and demonstrative way for a better impact on their students. Results and discussion: By following a strategic approach in the methods of teaching the preceptors can effectively and likely enhance the communication skills of the students. Conclusion: The incorporation of communication skills to pharmacy practice can positively impact the pharmacy site, preceptor, student and more importantly patient.
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...
Turkish Journal of Pharmaceutical Sciences
Objectives: This study developed a structured communication and counselling education program to improve pharmacy students' skills. It then assessed the program objectively using standardized patients. The program aims to improve pharmacy students' communication and counselling skills based on a patient-centred approach. Materials and Methods: The study had three stages. First, a "Pharmacist-Patient Communication and Counselling Skills" education program was developed. Second, this program was implemented for pharmacy students. Third, the program was tested on volunteer students and evaluated for effectiveness. Results: The education program had a very large effect (Cohen's dz=6.074) on improving students' communication and counselling skills, especially their empathy skills. Conclusion: The education program achieved its goals. After demonstrating the program's success, a course was added to the pharmacy curriculum, and a communication skills laboratory was established in the school.