R&S Academy Orig Research
Sunday, November 12, 2023
12:45 PM–02:15 PM
Abstract
Introduction: Per the 2016 Accreditation Council for Pharmacy Education guidelines, Doctor of Pharmacy (PharmD) program graduates “must be able to effectively communicate verbally and nonverbally”. Various training techniques can improve student communication skills. Student self-assessment is inherently subjective and requires systematic assessment to ascertain improvement. Authors created a three-pronged, semi-guided self-reflection tool for first-year PharmD students to self-assess their communication skills. This approach has not been discussed in pharmacy literature, to the best of our knowledge.
Research Question or Hypothesis: The use of a three-pronged self-reflection tool will increase communication skills for first-year PharmD students.
Study Design: Single-centered prospective cohort study evaluating quantitative and qualitative data for 168 students.
Methods: Students recorded a 10-minute counseling session with a partner. Students reviewed their recordings in a three-pronged approach [(audio only (non-verbal), video only (verbal), then audio and video (full communication)] and completed a Qualtrics survey self-assessing each of the defined areas. Faculty provided standard feedback via communication rubric. Students then recorded another counseling session. The primary outcome was change in communication grades and the secondary outcome was student-identified strengths and areas of improvement. Grades were compared via paired student t-test through R statistical software and Qualtrics student responses were categorized by theme.
Results: One hundred and sixty-seven students completed the self-reflection. For non-verbal communication, student-identified areas of improvement included eye contact, distracting body and hand gestures, and facial expressions. Non-verbal communication strengths identified included attentive listening, empathetic expression, and confidence. For verbal communication, student-identified areas of improvement included filler words, confidence in content, and utilizing the teach-back method. Verbal communication strengths identified included a logical conversation flow with communication at an appropriate patient level. Overall, average communication grades significantly improved from 76.9% to 88.9% after self-reflection and faculty feedback (p<0.001).
Conclusion: Use of a unique, three-pronged self-reflection tool, with standard faculty feedback, significantly increased communication skills for first-year PharmD students.
Presenting Author
Maria Charbonneau PharmD.Western New England University College of Pharmacy and Health Sciences
Authors
Michael Le PharmD. Candidate
Massachusetts College Pharmacy & Health Sciences
Allissa Long PharmD., BCACP
University of St. Joseph
Jana Murry PharmD.
Massachusetts College Pharmacy and Health Sciences