Assessment of communication and physical exam skills: A comparison of students, faculty and standardized patients.

Purpose/objectives: The objective of this retrospective study was twofold: it aimed to investigate dental students' communication and physical exam self-assessment skills by comparing students' self-evaluations with those completed by faculty and standardized patients (SPs). Second, it aimed to compare faculty and SPs assessment of students' communication skills.

Methods: At the end of their first year of training, students (n = 127), participated in one SP encounter about an initial dental consultation.

Analysis of pharmacy student communication self-evaluation skills during standardized patient encounters.

Introduction: The objective of this study was to evaluate pharmacy students' communication self-evaluation skills by comparing student self-evaluations with those completed by course graders and standardized patients (SP).

Methods: As part of a required communications course, third-year pharmacy students completed a medication counseling encounter with a SP during a midpoint encounter and final assessment. Students' communication skills were evaluated by course graders and SPs.

Focus group describing simulation-based learning for cardiovascular topics in US colleges and schools of pharmacy.

Introduction: This qualitative focus group study sought to describe how colleges of pharmacy use simulation-based learning (SBL) to teach cardiovascular topics and to identify challenges and benefits.

Material And Methods: Participants were recruited from a screening survey disseminated via e-mail to select American College of Clinical Pharmacy Practice and Research networks. Subjects were selected based on diversity in institution and simulation types.

Effectiveness of a Medication Reconciliation Simulation in an Introductory Pharmacy Practice Experience Course.

To evaluate the effectiveness of a simulated learning exercise on pharmacy students' ability and perception of their ability to perform medication reconciliation. Third-year pharmacy students were divided into three groups. Group A attended a 30-minute lecture; group B attended the lecture and participated in a 90-minute workshop; and group C received no training.

Web-based versus face-to-face interprofessional team encounters with standardized patients.

Background: Challenges exist in developing interprofessional education (IPE) activities including coordinating schedules and obtaining appropriate space for teams to work. Virtual worlds have been explored as a means to overcome some of these challenges. We sought to develop a web-based interprofessional team interaction with a standardized patient (SP), as compared to a face-to-face SP interaction, focusing on the competency area of interprofessional communication.

Transformation of an Online Multidisciplinary Course into a Live Interprofessional Experience.

To design, implement, and assess an interprofessional education (IPE) course in the first professional year of students enrolled in eight different health professions programs. An interprofessional faculty committee created a 1-credit hour required IPE course to not only teach students about the roles and responsibilities of each discipline and how they may contribute to an interprofessional team, but to also improve collaboration and team-based communication skills among health care professions students. Students were placed in interprofessional groups and met weekly to participate in didactic lectures, discussion sessions, and a standardized patient encounter.