Document Type
Article
Publication Date
5-14-2024
Abstract
Introduction
Patient care simulations (PCS) and objective structured clinical examinations (OSCE) allow pharmacy students to practice communication. Feedback can help improve communication, but the impact over time is not well understood.
Objective
This study investigated the impact of a feedback strategy on pharmacy students' communication skills over three PCS. It also evaluated the alignment between students' self-scoring and faculty scoring.
Methods
Pharmacy students participated in three sessions (PCS1, OSCE, and PCS3) that were focused on the affective domain. Individualized numerical and narrative feedback was provided to students on their performance after PCS1. Students' communication was scored by faculty graders out of an 18-point validated rubric. Students self-scored their communication with the same rubric. Faculty and student scores were compared using a linear mixed effects model, and an intraclass correlation coefficient was used to measure agreement.
Results
In PCS1, 82 students scored an average of 15.41 ± 2.14 for faculty scores and 16.06 ± 1.55 for self-graded scores (0.36, p < 0.001). In the OSCE, 81 students had an average of 15.93 ± 1.86 for faculty scores and 16.45 ± 1.35 for self-graded scores (0.1, p = 0.18). In PCS3, 74 students scored an average of 15.22 ± 2.15 for faculty scores and 16.25 ± 1.44 for self-graded scores (0.14, p = 0.08). A correlation between faculty and student scores was seen for PCS1. Over the three sessions, no significant differences were found between student self-graded scores (p = 0.08), but faculty scores did differ, with the OSCE having higher scores than PCS3 (p < 0.01). Many students with faculty-graded scores greater than 1 standard deviation below the mean scored themselves higher than faculty did.
Conclusion
Feedback after PCS1 did not significantly improve scores. Students with low faculty-graded scores frequently scored themselves higher indicating low self-awareness.
Recommended Citation
Rao H, Beuttler R, Dintzner M, Taheri R, Bach AT, Fakourfar N. Impact of a feedback strategy in a series of communication-focused patient care simulations. J Am Coll Clin Pharm. 2024; 7(6): 563-569. https://doi.org/10.1002/jac5.1959
Data S1. Supporting Information.
Copyright
Wiley
Included in
Higher Education Commons, Medical Education Commons, Other Pharmacy and Pharmaceutical Sciences Commons
Comments
This is the accepted version of the following article:
Rao H, Beuttler R, Dintzner M, Taheri R, Bach AT, Fakourfar N. Impact of a feedback strategy in a series of communication-focused patient care simulations. J Am Coll Clin Pharm. 2024; 7(6): 563-569. https://doi.org/10.1002/jac5.1959
which has been published in final form at https://doi.org/10.1002/jac5.1959. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.