评价反思性结构化对话对药学学生多角度沟通能力的影响

IF 0.5 Q4 EDUCATION, SCIENTIFIC DISCIPLINES

Pharmacy Education Pub Date : 2023-08-11 DOI:10.46542/pe.2023.231.426429

Kelsey Woods, Jamie Huff, R. Pritchard

{"title":"评价反思性结构化对话对药学学生多角度沟通能力的影响","authors":"Kelsey Woods, Jamie Huff, R. Pritchard","doi":"10.46542/pe.2023.231.426429","DOIUrl":null,"url":null,"abstract":"Background: In an effort to better prepare students for difficult conversations in healthcare, the authors evaluated the impact of reflective structured dialogue on pharmacy students’ perceived ability to communicate multiple perspectives.\nMethods: Reflective practice was integrated into an ambulatory care elective starting in the Autumn of 2020. Students completed a Reflective Structured Dialogue (RSD) and a reflective written assignment. Students were provided with a six-question pre-survey at the start of the course and a ten-question post-survey at its conclusion.\nResults: Fourteen students completed the course over three terms and were included in this evaluation. More students reported being very or extremely confident in their ability to effectively communicate their own perspectives (53% vs 29%) and different perspectives (54% vs 7%) in the post-survey compared to the pre-survey.\nConclusion: Reflective structured dialogue improved students’ perceived ability to communicate multiple perspectives, though benefits varied between students.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":" ","pages":""},"PeriodicalIF":0.5000,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Evaluation of reflective structured dialogue on pharmacy students' perceived ability to communicate multiple perspectives\",\"authors\":\"Kelsey Woods, Jamie Huff, R. Pritchard\",\"doi\":\"10.46542/pe.2023.231.426429\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Background: In an effort to better prepare students for difficult conversations in healthcare, the authors evaluated the impact of reflective structured dialogue on pharmacy students’ perceived ability to communicate multiple perspectives.\\nMethods: Reflective practice was integrated into an ambulatory care elective starting in the Autumn of 2020. Students completed a Reflective Structured Dialogue (RSD) and a reflective written assignment. Students were provided with a six-question pre-survey at the start of the course and a ten-question post-survey at its conclusion.\\nResults: Fourteen students completed the course over three terms and were included in this evaluation. More students reported being very or extremely confident in their ability to effectively communicate their own perspectives (53% vs 29%) and different perspectives (54% vs 7%) in the post-survey compared to the pre-survey.\\nConclusion: Reflective structured dialogue improved students’ perceived ability to communicate multiple perspectives, though benefits varied between students.\",\"PeriodicalId\":19944,\"journal\":{\"name\":\"Pharmacy Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.5000,\"publicationDate\":\"2023-08-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Pharmacy Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.46542/pe.2023.231.426429\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pharmacy Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.46542/pe.2023.231.426429","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}

引用次数: 0

摘要

背景：为了让学生更好地为医疗保健领域的艰难对话做好准备，作者评估了反思性结构化对话对药学学生感知的多角度沟通能力的影响。方法：从2020年秋季开始，将反思性实践纳入门诊护理选修课。学生完成了反思性结构化对话（RSD）和反思性书面作业。在课程开始时向学生提供了六个问题的预调查，在课程结束时提供了十个问题的后调查。结果：14名学生在三个学期内完成了该课程，并被纳入本次评估。与调查前相比，更多的学生报告说，在调查后的调查中，他们对自己有效沟通自己观点的能力非常或非常有信心（53%对29%）和不同观点的能力（54%对7%）。结论：反思性结构化对话提高了学生沟通多个观点的感知能力，尽管学生之间的益处各不相同。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Evaluation of reflective structured dialogue on pharmacy students' perceived ability to communicate multiple perspectives

Background: In an effort to better prepare students for difficult conversations in healthcare, the authors evaluated the impact of reflective structured dialogue on pharmacy students’ perceived ability to communicate multiple perspectives. Methods: Reflective practice was integrated into an ambulatory care elective starting in the Autumn of 2020. Students completed a Reflective Structured Dialogue (RSD) and a reflective written assignment. Students were provided with a six-question pre-survey at the start of the course and a ten-question post-survey at its conclusion. Results: Fourteen students completed the course over three terms and were included in this evaluation. More students reported being very or extremely confident in their ability to effectively communicate their own perspectives (53% vs 29%) and different perspectives (54% vs 7%) in the post-survey compared to the pre-survey. Conclusion: Reflective structured dialogue improved students’ perceived ability to communicate multiple perspectives, though benefits varied between students.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Pharmacy Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

0.80

自引率

20.00%

发文量

174

期刊介绍： Pharmacy Education journal provides a research, development and evaluation forum for communication between academic teachers, researchers and practitioners in professional and pharmacy education, with an emphasis on new and established teaching and learning methods, new curriculum and syllabus directions, educational outcomes, guidance on structuring courses and assessing achievement, and workforce development. It is a peer-reviewed online open access platform for the dissemination of new ideas in professional pharmacy education and workforce development. Pharmacy Education supports Open Access (OA): free, unrestricted online access to research outputs. Readers are able to access the Journal and individual published articles for free - there are no subscription fees or ''pay per view'' charges. Authors wishing to publish their work in Pharmacy Education do so without incurring any financial costs.