Acquisition of communication skills for pharmacy students: role-play, video and debriefing

Acquisition of communication skills for pharmacy students: role-play, video and debriefing C. Foss1,*, A. G. Granas1 1Faculty of Health Sciences, Oslo and Akershus University College of Applied Sciences, Oslo, Norway Background and objective: Theoretical learning dominates most pharmacy curricula. Students therefore struggle in transmitting theoretical knowledge into professional communication skills. This challenge is particularly apparent during pre-registration placements in pharmacies. To improve student learning, role-plays are often part of the training to build communicating competencies. The aim of our educational training was to enhance students’ communication skills and reflectivity as to how they communicate with patients. Setting and method: A ‘‘fake’’ pharmacy where 57 students played either patients or pharmacists. The consultations are videotaped. Main outcome measures: The outcome measures were a fourfold debriefing: (1) How do the students as a ‘‘pharmacist’’ perceive their communication technique and ability to identify patients’ needs? (2) After watching the video, how do they assess their own body language and professional attitude? (3) Fellow students give feedback to the live and taped version of the consultation. (4) The lecturer give feedback on communication technique, suggesting improvements, and on how theoretical knowledge was communicated to the patient. Results: Seeing oneself on video triggered mixed feelings amongst students. Some were surprised of how stern or authoritarian they looked, that they had a distant posture, and spoke with low voice. Others felt positive about succeeding in making eye contact with the patient, and being able to communicate drug information to the patient. Feedback from fellow students generally modified any negative self-impressions, but they had few suggestions on how to improve communication skills. Feedback from the lecturer mainly concerned the ability to ask open-ended questions, to elucidate relevant information from the patients, and not asking enough questions before recommending a medicine or giving other non-medical advice. Conclusion: The role-play enhanced the students’ communication skills and reflectivity to a certain level. For future students, we will apply journal writing where students further reflect upon feedback given. Disclosure of interest: None declared.