Health literacy: Use of the Four Habits Model to improve student pharmacists’ communication

Grice, Gloria R.; Gattas, Nicole M.; Sailors, Jill; Murphy, Julie A.; Tiemeier, Amy; Hurd, Peter D.; Prosser, Theresa R.; Berry, Tricia; Duncan, Wendy

doi:10.1016/j.pec.2012.08.019

Cited by 29 publications

(14 citation statements)

References 4 publications

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“…There is a lack of literature on pharmacy patient-centered communication and the few existing examples applied to pharmacy practice are derived from those developed for physicians [43,79,80], such as the Calgary-Cambridge guide (CCG) [81] and the Four Habits model (FHM) [43,82].…”

Section: The Educational System and The Futurementioning

confidence: 99%

The Community Pharmacist: Perceived Barriers and Patient-Centered Care Communication

Ilardo

Speciale

2020

IJERPH

159

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Nowadays, the classic perception of the pharmaceutical profession in community pharmacies is facing worldwide extinction due to many factors. Among the numerous factors, online pharmacies are increasingly gaining ground thanks to their ability to facilitate customer demand. Nevertheless, they are endangering “face-to-face” contact, affecting the building of customer loyalty based on direct “human” interaction, and consequently reducing pharmacists to mere commercial figures. Patient-centered care communication is emphasized as the essential element to build a solid and appropriate interpersonal relationship with the patient, to make the consultancy process effective, and to strengthen the pharmacist’s professionalism in community pharmacy. This paper presents a narrative review of existing literature with the first aim of pinpointing the factors affecting pharmacy professional practice, and secondly, of how to improve patient-centered communication skills. A more widespread introduction of in-depth study and practice of behavioral, communication, educational, and sociological methodologies and techniques would allow for the development of more effective skills used for providing an efficient consultancy service, improving the capacity of future professionals to approach public relations.

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Section: The Educational System and The Futurementioning

confidence: 99%

The Community Pharmacist: Perceived Barriers and Patient-Centered Care Communication

Ilardo

Speciale

2020

IJERPH

159

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“…44 Over the past decade, there has been growing interest in incorporating health literacy concepts into the educational curriculum of trainees, including medical, nursing, pharmacy, and dietetic students. [45][46][47][48][49][50] Numerous studies have demonstrated that health literacyinformed strategies can be taught and acquisition of skills can be measured. A range of teaching approaches have been used, including video tape review, small group discussions, and standardized patients.…”

Section: Teaching Health Literacy Skills To Physiciansmentioning

confidence: 99%

“…55,56 Provider participation in health literacy skillbuilding workshops improves provider skills and has a positive impact on patients, including greater patient confidence in medication management 57 and ability to lose weight, 58 increased preventive screening, 59 and decreased healthcare utilization. 57 Interprofessional educational interventions, including those that involve nursing 60,61 and pharmacy 39,50,62 groups, improve patient outcomes. Behaviorally anchored checklists used by observers of clinical and standardized patient encounters, are among the tools used to measure provider acquisition of health literacy skills.…”

Section: Teaching Health Literacy Skills To Physiciansmentioning

confidence: 99%

Health Literacy: An Educationally Sensitive Patient Outcome

et al. 2015

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We have previously proposed that by identifying a set of Educationally Sensitive Patient Outcomes (ESPOs), medical education outcomes research becomes more feasible and likely to provide meaningful guidance for medical education policy and practice. ESPOs are proximal outcomes that are sensitive to provider education, measurable, and linked to more distal health outcomes. Our previous model included Patient Activation and Clinical Microsystem Activation as ESPOs. In this paper, we discuss how Health Literacy, defined as Bthe degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions,^is another important ESPO. Between one-third and one-half of all US adults have limited health literacy skills. Providers can be trained to adopt a Buniversal precautions approach^to addressing patient health literacy, through the acquisition of specific skills (e.g., teachback, Bchunking^infor-mation, use of plain language written materials) and by learning how to take action to improve the Bhealth literacy environment.^While there are several ways to measure health literacy, identifying which measurement tools are most sensitive to provider education is important, but challenging and complex. Further research is needed to test this model and identify additional ESPOs.

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“…Previous studies have found the 4HCS to be a reliable, valid measure 15 , 17 . Other health professions have benefitted from observation and feedback utilizing the 4HCS, including primary care providers and pharmacy students 16 , 18 …”

Section: Methodsmentioning

confidence: 99%

Instructor and Dental Student Perceptions of Clinical Communication Skills via Structured Assessments

McKenzie

2016

Journal of Dental Education

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The aim of this study was to use structured assessments to assess dental students' clinical communication skills exhibited during patient appointments. Fourth-year dental students (n=55) at the University of Alabama at Birmingham evaluated their own interpersonal skills in a clinical setting utilizing the Four Habits Coding Scheme. An instructor also assessed studentpatient clinical communication. These assessments were used to identify perceived strengths and weaknesses in students' clinical communication. Both instructor assessments and student self-assessments pinpointed the following clinical communication skills as effective the most often: patient greeting, avoidance of jargon, and non-verbal behavior. There was also relative agreement between instructor assessments and student self-assessments regarding clinical communication skills that were rated as not effective most frequently: ensuring patient comprehension, identification of patient feelings, and exploration of barriers to treatment. These resulted pointed to strengths and weaknesses in the portion of the curriculum designed to prepare students for effective providerpatient communication. These results may suggest a need for the school's current behavioral science curriculum to better address discussion of potential treatment barriers and patient feelings as well as techniques to ensure patient comprehension.

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Health literacy: Use of the Four Habits Model to improve student pharmacists’ communication

Cited by 29 publications

References 4 publications

The Community Pharmacist: Perceived Barriers and Patient-Centered Care Communication

The Community Pharmacist: Perceived Barriers and Patient-Centered Care Communication

Health Literacy: An Educationally Sensitive Patient Outcome

Instructor and Dental Student Perceptions of Clinical Communication Skills via Structured Assessments

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