College of Pharmacy and Health Sciences, Mercer University, Atlanta, GA 30341, USA.
Am J Pharm Educ. 2013 May 13;77(4):72. doi: 10.5688/ajpe77472.
To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course.
Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills.
Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment.
Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.
比较学生对自身沟通技巧的自我评价与教师对其治疗学课程中技能的正式评估。
在 3 年期间，教师对第二年药学专业学生的沟通技巧进行评估，这是治疗学课程的一项要求。在个别口头评估后，以及在小组口头评估后，学生使用教师使用的相同评估表对自己的沟通技巧进行自我评估。然后将学生的自我评估与教师对学生沟通技巧的评估进行比较。
401 名（97.3%）学生同意参与本研究。教师对个别和小组口头评估的学生评分均显著高于学生的自我评估分数。学生对自己的沟通技巧的自我评估分数从个别口头评估上升到小组口头评估。
学生对沟通技巧的自我评估始终低于教师的评估。在整个药学课程中更多地使用口头评估可能有助于提高学生对自己沟通技巧的信心和自我评估。
