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Educating Pharmacy Students About Underserved Populations Using Patient Speakers and Simulation Activities.

Sean Nebergall1, Colleen A Clark Dula2, Stacy A King2

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The Patient Voices series significantly improved Doctor of Pharmacy (PharmD) students' confidence in empathizing with and interacting with patients from underserved communities. Students found this educational series highly valuable for their professional development.

Keywords:
communicationcultural awarenessdiversityempathyskills laboratoryunderserved populations

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Area of Science:

  • Pharmacy Education
  • Health Professions Education
  • Patient-Centered Care

Background:

  • Effective communication and empathy are crucial for pharmacy practice, particularly when serving diverse and underserved populations.
  • Pharmacy curricula increasingly incorporate experiential learning to enhance clinical skills and patient interaction.
  • Understanding patient perspectives is vital for developing culturally sensitive healthcare providers.

Purpose of the Study:

  • To evaluate the impact of the "Patient Voices" series on Doctor of Pharmacy (PharmD) students' confidence and perceptions.
  • To assess changes in students' ability to demonstrate empathy and interact with patients from underserved communities.
  • To determine the perceived value of patient speaker and simulation activities within the pharmacy curriculum.

Main Methods:

  • The "Patient Voices" series, featuring patient speakers and simulations focused on underserved populations, was integrated into a PharmD skills laboratory.
  • Pre- and post-course surveys measured first-year PharmD students' self-rated confidence.
  • Student self-evaluations were compared with preceptor evaluations from introductory pharmacy practice experiences (IPPEs).
  • Conventional content analysis was used for open-ended course evaluations and student reflections from multiple student cohorts.

Main Results:

  • First-year PharmD students showed significant increases in self-rated confidence for empathy (4.2 to 4.7) and interacting with underserved patients (2.2 to 4.2).
  • Preceptor ratings corroborated student self-assessments of empathy, though students rated their cultural sensitivity higher than preceptors did.
  • Qualitative analysis revealed themes of enhanced perspective-taking, increased patient empathy, and recognition of the series' curricular value.

Conclusions:

  • The "Patient Voices" series effectively enhanced PharmD students' confidence in engaging with diverse, underserved patient populations.
  • Students perceived the series as a valuable component of their pharmacy education, contributing to improved patient interaction skills.
  • The findings support the integration of patient-centered experiences into pharmacy curricula to foster empathy and cultural competence.