Developing Pharmacy Student Communication Skills through Role-Playing and Active Learning
Developing Pharmacy Student Communication Skills through Role-Playing and Active Learning
复制标题
通过角色扮演和主动学习培养药学学生的沟通技巧
DOI：
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发表时间：
2015
影响因子：
3.3
通讯作者：
Carolyn S J Ma
中科院分区：
文献类型：
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作者：
Julie Ann Luiz Adrian;Paula Zeszotarski;Carolyn S J Ma
Objective.评价交流课程对药学专业学生的影响，该课程使用角色扮演来培养主动学习技能。设计学生角色扮演药剂师在病人护理方案的学生和药剂师教师的批评。评分采用受布鲁斯伯杰的《药剂师沟通技巧》启发的规则进行。书面技能进行了评估，使用学生的书面评论问卷。学生完成课程前和课程后的自我评估调查。对课程影响进行了评估。考核学生表现出提高口语技能的基础上的角色扮演得分（45.87/50）练习课程后。学生问卷的平均得分为9.31/10。在所有确定的课程目标中均证明了收益。对介绍性药学实践经验（IPPE）的沟通目标的影响是微不足道的。学生对课程和教学策略的评价反映了很高的平均水平。结论研究结果表明，口头和书面沟通技巧的改善可能有助于改善药剂师和其他医疗保健提供者之间的跨专业团队合作。
Objective. To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. Design. Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger’s Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. Assessment. Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. Conclusion. Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers.