Evaluating a Three-Pronged Self-Assessment Tool to Enhance Communication Skills in First-Year Pharmacy Students: A Multi-Institutional Study

Objective

To evaluate the impact of a novel, three-pronged self-assessment tool on the verbal and nonverbal communication skills of first-year pharmacy (P1) students at two Schools of Pharmacy.

Methods

This study, conducted during the 2022–2023 academic year, involved 200 P1 students from two institutions. Students recorded a patient counseling session and utilized the three-pronged tool to self-assess their performance in 3 distinct phases: (1) video-only review for evaluating nonverbal communication, (2) audio-only review for assessing verbal communication, and (3) a combined audio and video review for a comprehensive assessment. Students then recorded a second graded counseling session. Changes in student grades between the initial and subsequent counseling sessions were analyzed using descriptive statistics and Wilcoxon signed-rank tests. Qualitative data from self-assessment responses were categorized into themes to explore common communication strengths and areas for improvement.

Results

Cohort 1 (virtual) showed a significant improvement in scores from 76.9% to 88.9%, while Cohort 2 (in person) improved from 94.3% to 95.7%. Cohort 3 (virtual) showed no significant improvement. Students identified strengths and areas for improvement in both nonverbal and verbal communication skills, demonstrating engagement in self-assessment and skill enhancement.

Conclusion

Improved communication skills observed in P1 students were likely influenced by the 3-pronged, self-assessment tool in conjunction with standard faculty feedback and other aspects of the study design. This tool promotes structured self-assessment and continuous improvement, aligning with educational standards and suggesting potential for broader application, pending further validation across diverse educational settings.