Kimberlin Carole L
College of Pharmacy, University of Florida, Gainesville, FL 32610, USA.
Am J Pharm Educ. 2006 Jun 15;70(3):67. doi: 10.5688/aj700367.
To describe current practices in assessing patient communication skills in US colleges and schools of pharmacy.
Syllabi and behavioral assessment forms were solicited and key faculty members were interviewed. Forms were analyzed to determine skills most commonly assessed in communication with simulated or role-playing patients.
Fifty schools submitted behavioral assessment forms for patient communication skills. Individuals from 47 schools were interviewed. Colleges were found to vary in the way communication skills were assessed. Assessment forms focused more on dispensing a new prescription than monitoring ongoing therapy. Providing information was emphasized more than promoting adherence. Common faculty concerns were lack of continuity and congruence of assessment across the curriculum.
A common understanding of the standards and procedures for determining competence is needed. Experience and assessment activities should be sequenced throughout a program to build competence.
描述美国药学院校评估患者沟通技巧的当前做法。
征集教学大纲和行为评估表，并采访主要教员。对表格进行分析，以确定在与模拟或角色扮演患者沟通中最常评估的技能。
50所学校提交了患者沟通技巧的行为评估表。对47所学校的人员进行了访谈。发现各学院在沟通技巧评估方式上存在差异。评估表更侧重于开具新处方，而非监测持续治疗。强调提供信息多于促进依从性。教员普遍关注的问题是整个课程评估缺乏连续性和一致性。
需要对确定能力的标准和程序达成共识。应在整个课程中安排经验和评估活动，以培养能力。
