A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training
| العنوان: | A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training |
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| المؤلفون: | Caroline Kelleher, Teresa Pawlikowska, Clare Sullivan, Judith Strawbridge, Aisling Kerr, James W. Barlow |
| المصدر: | BMC Medical Education BMC Medical Education, Vol 21, Iss 1, Pp 1-13 (2021) |
| سنة النشر: | 2021 |
| مصطلحات موضوعية: | Male, Simulated Patient, 020205 medical informatics, education, Pharmacist, Patient-pharmacist communication, Context (language use), 02 engineering and technology, Interpersonal communication, Interpersonal Communication, Pharmacists, Simulated patient, Education, Pharmacy Student, Realist Evaluation, Feedback, 03 medical and health sciences, 0302 clinical medicine, 0202 electrical engineering, electronic engineering, information engineering, business.product_line, Humans, 030212 general & internal medicine, Structured communication, Medical education, LC8-6691, Research, Communication, General Medicine, Communication skills training, Special aspects of education, Focus group, Test (assessment), Students, Pharmacy, Medicine, Female, Realist Methods, Psychology, business, Pharmacy Education, Simulation, Needs Assessment |
| الوصف: | BackgroundEffective 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.MethodsA 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.ResultsForty-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 ConclusionsSP 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. |
| تدمد: | 1472-6920 |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::aeb729809a87b3058aa6dcdcdb60620e https://pubmed.ncbi.nlm.nih.gov/34092216 |
| حقوق: | OPEN |
| رقم الأكسشن: | edsair.doi.dedup.....aeb729809a87b3058aa6dcdcdb60620e |
| قاعدة البيانات: | OpenAIRE |
Find this article in full text from Springer Verlag. | تدمد: | 14726920 |
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