Assessing student confidence in interprofessional communication during primary care advanced pharmacy practice experiences (APPEs)

被引：6

作者：

Helmer, Allison M. ^{[1
]}

Lisenby, Katelin M. ^{[2
]}

Smithgall, Sean ^{[3
]}

Carroll, Dana G. ^{[2
]}

Hester, E. Kelly ^{[4
]}

机构：

[1] Univ S Alabama, Auburn Univ, Harrison Sch Pharm, Dept Internal Med,Coll Med, 650 Clinic Dr Suite 2100, Mobile, AL 36688 USA

[2] Univ Alabama, Auburn Univ, Harrison Sch Pharm, Dept Family Internal & Rural Med,Coll Community H, 211 Peter Bryce Blvd, Tuscaloosa, AL 35401 USA

[3] Univ S Alabama, Auburn Univ, Harrison Sch Pharm, Dept Family Med,Coll Med, 650 Clinic Dr Suite 2100, Mobile, AL 36688 USA

[4] Auburn Univ, Harrison Sch Pharm, Med Advocacy & Outreach, 2900 McGehee Rd, Montgomery, AL 36111 USA

来源：

CURRENTS IN PHARMACY TEACHING AND LEARNING | 2020年 / 12卷 / 11期

关键词：

Experiential education; Assessment; Interprofessional education; Communication;

D O I：

10.1016/j.cptl.2020.06.011

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Background and purpose: Students must have experience communicating and interacting with healthcare professionals throughout pharmacy school curricula to effectively develop inter-professional communication abilities and confidence. This study's purpose was to assess student confidence in interprofessional communication utilizing a rubric and checklist inspired by the situation-background-assessment-recommendation (SBAR) technique throughout five-week pri-mary care advanced pharmacy practice experiences (APPEs). Educational activity and setting: A six-item rubric was created for student self-evaluation of in-terprofessional communication throughout their APPE. Students completed the rubric twice to evaluate change in confidence. Additionally, a pre-post rotation survey was developed to assess students' comfort level rounding with healthcare professionals and interacting/intervening with other healthcare professionals to address a medication-related problem. A paired t-test was used to evaluate changes in perceived student confidence in rubric self-evaluations and pre-and post-APPE surveys. Findings: From May 2017 to April 2019, 93 students completed primary care APPEs with faculty authors, and 181 encounters were self-evaluated using the rubric. Forty-eight students completed all rubric sections twice; their mean self-evaluation score increased significantly from 15.25/18 to 17.10/18 (P < .001). Self-evaluation scores increased significantly on all rubric sections (P < .05) except professional language (P = .133). Student comfort level rounding with healthcare professionals and interacting/intervening with healthcare professionals to address a medication-related problem increased significantly (P < .001). Summary: Interprofessional communication practice, preceptor observations and feedback, and utilization of an interprofessional SBAR-inspired communication rubric contributed to im-proved student confidence in making patient care recommendations to physicians.

引用

页码：1365 / 1370

页数：6

共 14 条

[11] Evaluation of pharmacy students' knowledge and perceptions of pharmacogenetics before and after a simulation activity [J].