Development and Assessment of Social and Emotional Competence Through Simulated Patient Consultations

Galal, Suzanne M.; Carr-Lopez, Sian M.; Seal, Craig R.; Scott, Anne; Lopez, Chris

doi:10.5688/ajpe767132

Cited by 17 publications

(26 citation statements)

References 15 publications

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“…The 2012 US study by Galal et al [ 21 ] shows the importance of emotional competences for pharmacists, for good patient management. Such skills can be improved and should therefore be integrated into training curricula.…”

Section: Resultsmentioning

confidence: 99%

The Contribution of the Humanities and Social Sciences to Pharmacy Education: Literature Review and Perspectives

et al. 2020

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Background: Healthcare systems worldwide adapt to patients’ needs and expectations, following social evolutions. Pharmaceutical practice has shifted towards activities such as therapeutic education. Such new missions require to prioritize human and social sciences, which now play a predominant role in training. Objective: This work consists of assessing the contribution of human and social sciences to the field of pharmacy, with a twofold focus on practice and training. Method: A literature review was carried out according to the PRISMA guidelines focusing on the last 10 years. Selected full texts were read and analyzed to elicit the contribution of human and social sciences to pharmacy. Results: Overall 36 articles were included. Three specific topics were identified during an inductive process of full text analysis: public health policy, patient care, and interprofessional collaboration. Conclusions: Although human and social sciences are essential to the evolution of the pharmacist profession, their impact on health care costs remains difficult to evaluate. Moreover, teaching human and social sciences can prove difficult to standardize. Such approaches must be supported and organized by governments and universities with a view of upscaling practices.

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Section: Resultsmentioning

confidence: 99%

The Contribution of the Humanities and Social Sciences to Pharmacy Education: Literature Review and Perspectives

et al. 2020

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“…Some colleges and schools require it to be a standalone course, while others offer it as an elective. 25,26 Faculty resources, including complex cases, assessment questions, grading tools, syllabi, active-learning techniques and strategies are available on the NMA website. 21 Various methods have been used to assist with self-care instruction in the classroom.…”

Section: Self-care Educationmentioning

confidence: 99%

Evolution of Self-Care Education

Ambizas

Bastianelli

Ferreri

et al. 2014

American Journal of Pharmaceutical Education

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During the past 15 years, the curriculum content for nonprescription medication and self-care therapeutics has expanded significantly. Self-care courses ranging from stand-alone, required courses to therapeutic content and skills laboratories, have evolved in colleges and schools of pharmacy to accommodate rapid changes related to nonprescription medications and to meet the needs of students. The design of and content delivery methods used in self-care courses vary among institutions. Teaching innovations such as team-based learning, role playing/vignettes, videos, and social media, as well as interdisciplinary learning have enhanced delivery of this content. Given that faculty members train future pharmacists, they should be familiar with the new paradigms of Nonprescription Safe Use Regulatory Expansion (NSURE) Initiative, nonprescription medications for chronic diseases, and the growing trends of health and wellness in advancing patient-care initiatives. This paper reviews the significant changes that may be impacting self-care curriculums in the United States.

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“…There have been no formal investigations about the value of communication skills workshops/clinical simulations in the radiation therapy arena. However, simulation has been long incorporated into medical, nursing and allied health professional training to improve patient safety, focussing on reproduction of anatomical regions or clinical tasks, along with more complex human interactions, such as communication and teamwork skills, social and emotional competence . Simulation needs to reflect meaningful, authentic situations in which medical services are delivered to enable the suspension of disbelief …”

Section: Introductionmentioning

confidence: 99%

“…with more complex human interactions, such as communication and teamwork skills, social and emotional competence. [3][4][5][6][7] Simulation needs to reflect meaningful, authentic situations in which medical services are delivered to enable the suspension of disbelief. 2,8 Fidelity is, therefore, a key aspect of any simulation; this is the degree to which the appearance and behaviour of the simulation are faithful to that of the real situation.…”

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confidence: 99%

Radiation therapy students’ perceptions of their learning from participation in communication skills training: An innovative approach

Neser

2016

J Med Radiat Sci

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IntroductionCommunication skills training has been progressively integrated into the Bachelor of Radiation Therapy programme in New Zealand throughout the last 3 years. This innovative study aimed to explore students’ perceptions of their learning from participation in communication skills workshops. The purpose was to expose students to a variety of common clinical situations that they could encounter as a student radiation therapist.MethodsCommon scenarios from the radiation therapy setting were developed, using trained actors as a standardised patient, staff member or member of the public. Students were briefed on their scenario and then required to manage their interactions appropriate to its context. A staff member and peers observed each student's interaction via a digital screen and assessed the student's performance in six key skills. Each student was video recorded so that they could review their own interaction. Verbal and written feedback was given to each student. Students evaluated their experience using a 5‐point Likert scale.ResultsQuantitative and qualitative data were collected from 116 of 150 students who consented to participate. Three main themes emerged from the data: the value of learning from peers; preparation for the clinical environment; and the ability to self‐reflect. The quantitative data indicated that students’ perceptions of the tool are positive and an effective learning experience.ConclusionsStudents’ perceptions of participation in the communication skills workshops, with the integration of trained actors, are positive and students perceive the scenarios to be helpful for their learning. Opportunities are indicated to further develop of students’ ability to self‐reflect.

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Development and Assessment of Social and Emotional Competence Through Simulated Patient Consultations

Cited by 17 publications

References 15 publications

The Contribution of the Humanities and Social Sciences to Pharmacy Education: Literature Review and Perspectives

The Contribution of the Humanities and Social Sciences to Pharmacy Education: Literature Review and Perspectives

Evolution of Self-Care Education

Radiation therapy students’ perceptions of their learning from participation in communication skills training: An innovative approach

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