Objective. To create and implement improvisational exercises to improve first-year pharmacy students' communication skills. Design. Twelve 1-hour improvisational sessions were developed and added to an existing/established patient communication course to improve 3 basic skills: listening, observing and responding. Standardized patient examinations were used to evaluate student communication skills, and course evaluations and reflective journaling were used to evaluate students' perceptions of the improvisational exercises. Assessment. The improvisational exercises markedly improved the students' performance in several aspects of standardized patient examination. Additionally, course evaluations and student comments reflected their perception that the improvisational exercises significantly improved their communication skills. Summary. Improvisational exercises are an effective way to teach communication skills to pharmacy students.

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Introduction The role of the pharmacist as a clinician educator requires a developed skill set and dedication as a life‐long learner. The Clinician Educators Program (CEP) at Midwestern University College of Pharmacy‐Glendale in Glendale, Arizona is a 12‐month longitudinal teaching and learning curriculum designed to meet this need. It includes a postgraduate education track for residents and residency preceptors and an experiential education track for university‐affiliated preceptors. The program consists of 26 live seminar hours delivered over four full‐day sessions, two mentored teaching experiences, and creation of a philosophy of teaching statement and electronic teaching portfolio. Objectives The objectives of this research are to determine if the CEP enhanced the self‐perceived skills and confidence of residents and preceptors as clinician educators, and if participants and residency program directors valued the program components. Methods All participants enrolled in the CEP from 2015‐2018 and affiliated residency program directors were invited to complete an anonymous online survey. The survey asked a series of questions designed to measure the value of program components as well as the skills and confidence gained through program completion. Results The survey response rate was 42% (132/317). The number of participants who agreed or strongly agreed that they had proficient skills as a clinician educator (45% before vs 99% after; P < .001) and were confident as a clinician educator significantly improved (48% before vs 100% after; P < .001). The overwhelming majority agreed or strongly agreed that they gained value from attending the live teaching skills seminars, participating in mentored teaching experiences, writing a teaching philosophy, and creating a teaching portfolio. Nearly all participants and residency program directors would recommend the CEP to future residents and/or preceptors. Conclusion The CEP was well‐received by participants and residency program directors and provides a model for enhancing confidence in the skills of clinician educators.

Compliance with guidelines for the screening and treatment of hyperlipidemia remains suboptimal, and rates of lifestyle education have declined since 2005. There exists an urgent need for enhanced levels of provider intervention to reduce the morbidity and mortality associated with hyperlipidemia.