评估一个三角自我评估工具,以提高第一年药学学生的沟通技巧:一个多机构研究
Maria Charbonneau1, Allissa Long2, Jana Murry3
1Department of Pharmacy Practice, Western New England University, Springfield, MA, USA.
American journal of pharmaceutical education
|May 4, 2025
概括
一个新的三角自我评估工具显著提高了第一年药学学生的沟通技巧. 该工具促进了结构化的自我评估,增强了口头和非口头沟通能力.
科学领域:
- 药房 教育 教育 药房 教育
- 沟通技巧培训 培训 沟通技巧培训
背景情况:
- 有效的患者咨询对于药学学生至关重要.
- 发展强大的口头和非口头沟通技巧对于患者的安全和护理至关重要.
- 传统的反方法可能无法完全解决学生沟通的所有方面.
研究的目的:
- 评估一种新的三角自我评估工具对一年级药学学生沟通技能的影响.
- 评估该工具在改善口头和非口头沟通方面的有效性.
- 探索学生对自己的沟通优缺点的看法.
主要方法:
- 200名一年级药学学生在两个机构参加了这次活动.
- 学生使用了三支工具 (仅视频,仅音频,组合) 来自我评估患者咨询会议.
- 分析了干预前后辅导课程的成绩,以及定性自我评估数据.
主要成果:
- 在使用该工具的虚拟和实体队伍中观察到显著的得分改善.
- 学生们确定了特定的优势和改善语言和非语言沟通的领域.
- 自我评估过程表明学生参与技能提升.
结论:
- 这三种自我评估工具,加上教师反,很可能提高了药学学生的沟通技巧.
- 该工具支持结构化自我评估和教育环境的持续改进.
- 建议进一步验证,以便在各种学术环境中得到更广泛的应用.
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