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

• Published in: American journal of pharmaceutical education Vol. 85; no. 7; pp. 571 - 579
• Main Authors: Nebergall, Sean, Dula, Colleen A. Clark, King, Stacy A., Matthews, David E., Haas-Gehres, Anna, Li, Junan
• Format: Journal Article
• Language: English
• Published: Alexandria Elsevier Inc 01.08.2021; American Association of Colleges of Pharmacy; Elsevier Limited; American Journal of Pharmaceutical Education
• Subjects: Academic Achievement; Behavioral Objectives; communication; Community Resources; Content analysis; Cultural Awareness; Cultural competence; Curricula; Curriculum Design; diversity; Drug stores; Educational aspects; Empathy; Group Discussion; Health care disparities; Health disparities; Jargon; Laboratories; Learning; Lecture Method; Low income groups; Medical education; Patients; Pharmaceutical Education; Pharmacists; Pharmacy; Physicians; Self Evaluation (Individuals); Simulation; skills laboratory; Skills-Based Education; Student Attitudes; Students; Study and teaching; Teaching; Teaching methods; underserved populations; United States; United States > US; Ohio; empathy; diversity; cultural awareness; communication; underserved populations; skills laboratory
• ISSN: 0002-9459; 1553-6467
• DOI: 10.5688/ajpe8461

Objective. To assess the impact of the Patient Voices series on Doctor of Pharmacy (PharmD) students. Methods. A series of patient speakers and integrated simulation activities focused on underserved populations, otherwise known as the Patient Voices series, was embedded into a pharmacy skills laboratory curriculum. First-year PharmD students’ self-ratings of confidence were compared on pre- and post-course surveys. Using evaluations from first-year introductory pharmacy practice experiences (IPPEs), student self-evaluation data were compared to preceptor evaluations of student performance. Open-ended responses to course evaluations from first- and second-year PharmD students and student reflections from third-year PharmD students were assessed using conventional content analysis to identify and characterize student perceptions. Results. Significant increases were observed in first-year students’ confidence to show empathy (mean, 4.2 to 4.7) and to interact with patients from underserved communities (mean, 2.2 to 4.2). Preceptor ratings of students’ empathy were consistent with the students’ self-rated abilities, while students’ self-ratings on cultural sensitivity were higher than the preceptors’ ratings. Qualitative analysis of course evaluation surveys and reflections revealed common themes identified by students, such as understanding different perspectives, increased empathy for patients, and the value of including this content in the curriculum. Conclusion. Student confidence to interact with patients from a variety of underserved populations increased following introduction of the Patient Voices series into the PharmD curriculum. Students perceived the series to be a valuable learning experience.